Metatraits of the successful university-level students

Nosenko Eleonora,Kornienko Victoria,Arshava Iryna,Kutovyy Kostiantyn,Arshava Inna

doi:10.18844/prosoc.v5i3.3921

Abstract

As higher education acquisition is expected in all the civilised countries of the world not only to innovate the studentsâ€™ knowledge base but also to produce a humanising effect on their personalities, the aim of this study was to identify the key dispositional and dynamic metatraits of the successful university-level students potentially predictive of the humanising effect of education. Those metatraits were singled out with reference to the assumptions that they should denote how the individual thinks, feels and acts in the course of pursuing major life tasks suggested by the prominent personality psychology specialist J. B. Campbell. Using the quasi-experiment method, we have confirmed on a representative sample comprising big Ukrainian University students the existence of statistically significant differences in the above-mentioned metatraits of the more and less successful students. The findings allow to recommend accounting for the metatraits in the system of the personality selection and the assessment of the quality of education.  Keywords: Metatrait, metacognitive competence, emotional intelligence, self-efficacy beliefs, coping adequacy, positive values.

Highlights

The idea of facilitating the humanising impact of education on the students’ personality development appeared simultaneously with the realisation of the necessity to transfer knowledge to each new generation of learners
Different approaches to the identification of the criteria for assessing the impact of higher education on the personality development are summed up in our study (Nosenko, 1996) and in our paper published in the Proceedings of the Second International Conference for assessment and evaluation (ICA-2015, Saudi Arabia; Poliakov, Arshava & Nosenko, 2015)
We have demonstrated the role of the emotional intelligence in achieving high quality of education acquisition

Summary

Introduction

The idea of facilitating the humanising impact of education on the students’ personality development appeared simultaneously with the realisation of the necessity to transfer knowledge to each new generation of learners. Its significance is recognised at all the stages of the institutionalised education, including the professionally oriented higher education (Poliakov & Savchuk, 2009). There are no universally agreed approaches to the implementation of this idea into practice, the earlier spread slogan of the necessity to form in students an adequate ‘picture of the world’ still remains a guiding principle in defining the content of education. Different approaches to the identification of the criteria for assessing the impact of higher education on the personality development are summed up in our study (Nosenko, 1996) and in our paper published in the Proceedings of the Second International Conference for assessment and evaluation (ICA-2015, Saudi Arabia; Poliakov, Arshava & Nosenko, 2015). The ill-famous ‘academic cheating’ is interpreted as a manifestation of dishonesty and might entail expulsion of the student from the university for immoral academic behaviour

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Conclusion