Role of the Big Five Personality Traits in Predicting College Students' Academic Motivation and Achievement

Autor/inn/en	Komarraju, Meera; Karau, Steven J.; Schmeck, Ronald R.
Titel	Role of the Big Five Personality Traits in Predicting College Students' Academic Motivation and Achievement
Quelle	In: Learning and Individual Differences, 19 (2009) 1, S.47-52 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2008.07.001
Schlagwörter	Personality Traits; College Students; Grade Point Average; Incentives; Student Motivation; Correlation; Prediction; Predictor Variables; Academic Motivation Scale; NEO Five Factor Inventory + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent; Anreiz; Schulische Motivation; Korrelation; Vorhersage; Prädiktor
Abstract	College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the variance in intrinsic motivation; conscientiousness and extraversion explained 13% of the variance in extrinsic motivation; and conscientiousness and agreeableness explained 11% of the variance in amotivation. Further, four personality traits (conscientiousness, openness, neuroticism, and agreeableness) explained 14% of the variance in GPA; and intrinsic motivation to accomplish things explained 5% of the variance in GPA. Finally, conscientiousness emerged as a partial mediator of the relationship between intrinsic motivation to accomplish and GPA. These results are interpreted within the context of what educators could do to encourage and nurture student motivation and achievement. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10