Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education

Autor/in	Smidt, Wilfried
Titel	Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 4, S.385-403 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2015.1080419
Schlagwörter	Personality Traits; Predictor Variables; Academic Achievement; Success; College Students; Early Childhood Education; Foreign Countries; Demography; Grade Point Average; Hypothesis Testing; Student Motivation; Individual Characteristics; Preservice Teacher Education; Study Habits; Satisfaction; Neurosis; Extraversion Introversion; Longitudinal Studies; Multiple Regression Analysis; Questionnaires; Germany + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Schulleistung; Erfolg; Collegestudent; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Demografie; Hypothesenprüfung; Hypothesentest; Schulische Motivation; Personality traits; Lehramtsstudiengang; Lehrerausbildung; Study behavior; Study behaviour; Studienverhalten; Zufriedenheit; Neurose; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Deutschland
Abstract	Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task. Previous research has indicated that the Big Five personality traits can predict academic success in tertiary education even when other predictors have been accounted for. However, there is a lack of research regarding students in early childhood education. Therefore, this study investigated the effects of the Big Five on the academic success of college and university students in Germany who were studying early childhood education. Data from 567 college students and 270 university students were used. Several socio-demographic variables and the school-leaving Grade Point Average (GPA) served as controls. As hypothesised, students with higher conscientiousness also had better college and university GPAs. Furthermore, higher conscientiousness was associated with higher study satisfaction but only for college students. Unexpectedly, neuroticism was not negatively related to study satisfaction. In addition, there were exploratory findings concerning the effects of agreeableness, extraversion, neuroticism and openness. The findings are discussed with respect to implications for research and practice. In particular, the consequences with regard to the preparation of students in early childhood education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01