Abstract
Understanding the relationship between personality characteristics and academic motivation may be central to developing more effective teaching strategies. The current research examined the relationship between the Big Five personality traits and individual differences in college students’ academic motivation. Individuals (172 undergraduates) were asked to complete the NEO Five Factor Inventory ( Costa & McCrae, 1992) and the Academic Motivations Inventory (AMI; Moen & Doyle, 1977). Results revealed a complex pattern of significant relationships between the Big Five traits and the 16 subscales of the AMI. Stepwise (forward) multiple regressions further clarified the relationships between personality and three core factors of the AMI (engagement, achievement, and avoidance). Specifically, engagement was best explained by Openness to experience and Extraversion. Achievement was best explained by Conscientiousness, Neuroticism, and Openness to experience. Finally, avoidance was best explained by Neuroticism, Extraversion, and by an inverse relationship with Conscientiousness and Openness to experience. Results are interpreted in terms of creating an appropriate fit between teaching modalities and individual differences in students’ academic motivation due to personality traits. Directions for future research and educational practice are considered.
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