Conscientiousness and Neuroticism Predicted Learning Approaches of Medical Students

Abstract

There are minimal published data on the relationship between personality traits and learning approaches among medical students. This study explored the causal-effect relationship of personality traits and learning approaches among medical students. A cross-sectional study was conducted on medical students and they responded to the Learning Approach Inventory and USM Personality Inventory to measure personality traits and learning approaches, respectively. A structural equation modelling was performed by AMOS 24 to test the causal-effect relationship of personality traits and learning approaches. Conscientiousness had a positive direct effect on deep learning approach, while neuroticism had negative direct effect on deep and strategic learning approaches. Extraversion, openness, and agreeableness had no significant link or effect on any learning approaches. Strategic learning approach had positive direct effect on deep learning approach and a mediator for surface learners on deep learning approach. Surface learning approach had a negative direct effect on deep learning approach. There was a significant relationship of specific personality traits and learning approaches. Conscientiousness and neuroticism had significant relationships with deep and strategic learning approaches. These findings enables medical educators to have a better understanding of the influence of personality traits on medical students’ learning approaches to learning tasks and their implications on instructional strategies.