Big Five Personality Traits on Academic Performance Among Foundation Students
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Published:
Sep 29, 2019
Keywords:
Big Five Personality, Academic Achievement, Academic Performance
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Abstract
There is a significant relationship between personality and academic achievement. It shows that personality plays an important part in student academic performance. The main purpose of this study is to explore the relationship between Big Five Personality traits and academic performance among foundation student based on their CGPA. There were 137-foundation students from private universities in Malaysia participants in this study. With 92 female and 45 males involved. Pearson correlation analysis was performing in this study. The result of this study showed that personality has a significant relationship between personality and academic performance. In details, Agreeableness, Conscientiousness, and Openness were positively significant related to CGPA, while Extraversion and Neuroticism were negatively related to the CGPA. This result supports the other findings. With this finding, the academician will have more understanding on their students. There are a number of factors that influence students’ academic achievement and one of its personality factors. Besides that, this result also can give useful information to the lecturer in order to understand student’s personality and to match their teaching styles with the student’s personality to improve the student’s performance.
Article Details
How to Cite
Seman, K., & Ismail, Z. (2019). Big Five Personality Traits on Academic Performance Among Foundation Students. Asian Social Science and Humanities Research Journal (ASHREJ), 1(2), 26-33. https://doi.org/10.37698/ashrej.v1i2.15
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References
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Premuzic, T. C. &Furnham, A. (2003). Personality Predicts Academic Performance: Evidence from two Longitudinal University samples.
Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322.
Russo, C. J. and Kaynama, S. (2012). The Impact of Personality Type and Gender on Student’ Performance in a Business Capstone Course. Academy of Educational Leadership Journal, Vol. 16, No. 1.
Soraya Hakimi et al. (2011). The Relationship between Personality Traits and Academic Achievement. Social and Behavioral Sciences, pp. 836-845.
Bisping, T. O. &Eells, J. B. (2006). Personality Type as a Determinant of Student Performance in Introductory Economics: Macroeconomics vs. Microeconomics. Journal of Economics and Economic Education Research, Vol. 7, No. 1.
Conrad, N. &Patry, M. W. (2012). Conscientiousness and Academic Performance: A Mediation Analysis. International Journal for the Scholarship of Teaching and Learning, Vol. 6, No. 1.
Costa, P. T. & McCrea, R. R. (1995). Domain and Facets: Hierarchical Personality Assessment Using the Revised NEO Personality Inventory. Journal of Personality Assessment,Vol. 64, pp. 21-50.
Eyong et al. (2014). The Influence of Personality Trait on the Academic Performance of Secondary School Students in Cross River State, Nigeria. Journal of Humanities and Social Science, Vol 19, Issue 3, pp 12-19.
Feyter, T. D. et al (2012). Unraveling the Impact of the Big Five Personality Traits on Academic Performance: The Moderating and Mediating Effects of Self efficacy and Academic Motivation. Center for Business Management Research, Hogeschool-UniversiteitBrussel, K.U.Leuven Association, Belgium.
Geramian, S. M. et al (2012). The Relationship between Personality Traits of International Students and Academic Achievement. Social and Behavioral Sciences, Vol 46, pp. 4371-4379.
Fleming, N. D. & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. Professional and Organizational Development Network in Higher Education.
Fleming, N. D. (1995). I’m Different; not Dumb. Modes of Presentation (V.A.R.K) in the Tertiary Classroom. Research and Development in Higher Education, Vol. 18, pp. 308-313.
Furnham, A. et. al. (1999).Personality, Learning Style and Work Performance. Personality and Individual Differences, Vol. 27, pp. 1113-1122.
Hazrati-Viari, et. al. (2011). The Effect of Personality Traits on Academic Performance: The Mediating Role of Academic Motivation. Social and Behavioral Sciences, Vol. 32, pp. 367-371.
Ibrahim, N. S. et al. (2014). A Meta-Analysis of the Relationship Between Big Five Personality Traits and Students’ Academic Achievement. Journal of Social Science Research, Vol. 2
John, O. P., Donahue, E. M., &Kentle, R. L. (1991).The Big Five Inventory – Versions 4a and 54. Berkeley, CA: University of California, Berkeley, Institute of Personality and Social Research.
Komarraju, M. &Karau, S. J. (2005).The Relationship between the Big Five Personality Traits and Academic Motivation.Personality and Individual Differences, Vol. 39, pp. 557-567.
Komarraju, M., Karau, S. J. &Schmeck, R. R. (2009).Role of the Big Five Personality Traits in Predicting College Students’ Academic Motivation and Achievement. Learning and Individual Differences, Vol. 19, pp. 47-52.
Laidra, K., Pullmann, H. &Allik, J. (2007). Personality and Intelligence as Predictors of Academic Achievement: A Cross-Sectional Study from Elementary to Secondary School. Personality and Individual Differences, Vol. 42, pp. 441-451.
Lounsbury, J. W. et al. (2003). Broad Versus Narrow Personality Traits in Predicting Academic Performance of Adolescents. Learning and Individual Differences, Vol. 14, pp. 67-77.
McCrae, R. R. & John, O. P. (1992).An Introduction to the Five-Factor Model and Its Applications.
Nyarko, K. et al. (2016).The Influence of the Big Five Personality and Motivation on Academic Achievement among University Students in Ghana. British Journal of Education, Society & Behavioural Science, Vol 13, pp. 1-7.
Ozer D. J. & Martinez, V. B. (2006). Personality and the Prediction of Consequential Outcomes. Annual Review of Psychology, Vol 57, pp. 401–421.
Paunonen, V. P. (2001). Big Five Factors and facets and the Prediction of Behavior. Journal of Personality and Social Psychology, Vol. 81, No. 3, pp. 524-539.
Petska, et. al. (2006).Using Personality Variables to Predict Academic Success in Personalized Systems of Instruction. College of Education and Human Sciences.
Premuzic, T. C. & Furnham, A. (2009). Mainly Openness: The Relationship between the Big Five Personality Traits and Learning Approaches. Learning and Individual Differences, Vol. 19, pp. 524-529.
Premuzic, T. C. &Furnham, A. (2003). Personality Predicts Academic Performance: Evidence from two Longitudinal University samples.
Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322.
Russo, C. J. and Kaynama, S. (2012). The Impact of Personality Type and Gender on Student’ Performance in a Business Capstone Course. Academy of Educational Leadership Journal, Vol. 16, No. 1.
Soraya Hakimi et al. (2011). The Relationship between Personality Traits and Academic Achievement. Social and Behavioral Sciences, pp. 836-845.