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An investigation into the relation b...

Ehrler, David J.

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An investigation into the relation between the five-factor model of personality and academic achievement in children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An investigation into the relation between the five-factor model of personality and academic achievement in children./
作者:	Ehrler, David J.
面頁冊數:	85 p.
附註:	Adviser: Karen M. Zabrucky.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Psychology, Psychometrics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166976
ISBN:	9780542022708

An investigation into the relation between the five-factor model of personality and academic achievement in children.
Ehrler, David J.

An investigation into the relation between the five-factor model of personality and academic achievement in children. - 85 p.

Adviser: Karen M. Zabrucky.

Thesis (Ph.D.)--Georgia State University, 2005.

Contemporary researchers in education and psychology have recently theorized that personality traits, as specified by the FFM, may add to the prediction and explanation of educational success or failure. Dimensions of the FFM are hypothesized to serve as a self-regulatory conative mechanism that has significant function within the cognitive processing of information, and hence, possess unique facilitative and inhibitive effects and relations with learning factors. Absent from the literature are studies that systematically address the predictive relation between FFM dimensions and academic achievement in children, beyond the effects of general cognitive ability. Thus, the purpose of this study is to address the following two questions: (1) How do FFM dimensions relate to indices of educational achievement in school-aged populations and (2) Do the FFM dimensions augment cognitive ability to a significant degree in the prediction of educational achievement?

ISBN: 9780542022708Subjects--Topical Terms:

1017742
Psychology, Psychometrics.

An investigation into the relation between the five-factor model of personality and academic achievement in children.
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245 1 3 $a An investigation into the relation between the five-factor model of personality and academic achievement in children.
300 $a 85 p.
500 $a Adviser: Karen M. Zabrucky.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0891.
502 $a Thesis (Ph.D.)--Georgia State University, 2005.
520 $a Contemporary researchers in education and psychology have recently theorized that personality traits, as specified by the FFM, may add to the prediction and explanation of educational success or failure. Dimensions of the FFM are hypothesized to serve as a self-regulatory conative mechanism that has significant function within the cognitive processing of information, and hence, possess unique facilitative and inhibitive effects and relations with learning factors. Absent from the literature are studies that systematically address the predictive relation between FFM dimensions and academic achievement in children, beyond the effects of general cognitive ability. Thus, the purpose of this study is to address the following two questions: (1) How do FFM dimensions relate to indices of educational achievement in school-aged populations and (2) Do the FFM dimensions augment cognitive ability to a significant degree in the prediction of educational achievement?
520 $a A sample of 87 eighth graders, ranging in age from 12.83 years to 16.00 years, was the subject of this investigation. The 87 participants were administered the Cognitive Abilities Test (CogAT) and Big-Five Personality Questionnaire - Children (BFPQ-C) as measures of general cognitive ability and FFM personality dimensions, respectively. Multiple indicators of academic achievement were concurrently obtained, including standardized test scores from the Iowa Tests of Basic Skills (ITBS), semester grades and teachers' appraisals of classroom academic behavior from the Academic Performance Rating Scale (APRS).
520 $a Among the FFM dimensions, only Openness to Experience significantly correlated with academic achievement markers. Openness to Experience was weakly to moderately correlated with ITBS Reading, ITBS Social Studies, ITBS Science and ITBS Composite scores, and Reading grades. Hierarchical regression analyses found that the addition of the FFM dimensions to cognitive ability significantly improved the prediction of ITBS Reading and ITBS Composite scores. Openness to Experience was a significant predictor of both ITBS achievement markers. Extraversion was significantly predictive of ITBS Composite scores, despite a lack of correlation. On a whole, findings indicate that Openness to Experience encompasses a set of interpersonal and intrapersonal nuances that are relevant to educational outcomes. However, specification of the FFM in a joint cognitive-personality paradigm appears to have limited implications for the prediction of achievement behavior.
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