Abstract
The Big Five-Factor personality traits are examined in the present review. Individual characteristics and personality types may contribute differently to choices of learning strategies and overall cognitive performance. The purpose of this paper is twofold: (1) to provide a brief overview of consistent research findings on personality constructs as predictors of school-related factors, including academic ability, reading and math skills, metacognitive assessments, self-regulatory learning and processing strategies, and students’ confidence; and (2) to highlight the applicable value of using personality-related propensities to guide teachers in the classroom. Inter-relationships among personality, cognition, metacognition, self-regulation, and learning outcomes are addressed. More importantly, in the end of the paper, practical teaching and learning applications are discussed and summarized in a table. The table is organized to highlight each personality trait, its significance based on research evidence, and its educational implications for specific teaching methods and strategies teachers can use to draw strengths from each personality trait and to maximize learning in the classroom.
Highlights
The Big Five-Factor personality traits are examined in the present review
A framework of personality that has been consistently used to examine the relationship between personality and academic achievement is the Big Five Model (e.g., O’Connor & Paunonen, 2007); researchers studying education and personality have shown that this model of personality correlates with different academic outcomes, learning approaches, strategy use, and other school related factors (Jensen, 2015)
The personality characteristics are seen as individual propensities that can serve as guiding principles for designing teaching methods that reinforce desirable learning tendency and to create optimal learning outcomes in students
Summary
Personality can be described in terms of a cluster of dimensions that reflect a person’s characteristic way to behave, think, and feel (Costa & McCrae, 1992a, 1992b; McCrae & Costa, 1997). Previous research evidence has shown that certain personality traits positively correlate with the tendency to use deeper learning approaches (Chamorro-Premuzic & Furnham, 2009; Swanberg & Martinsen, 2010) and more effective learning strategies (Bidjerano & Dai, 2007; Blickle, 1996). The self-regulatory learning patterns and approaches observed in Chamorro-Premuzic and Furnham’s (2009) as well as Swanberg and Martinsen’s (2010) studies in relation to personality traits, the Openness (Intellect) and Conscientiousness personality traits, were consistent with what was discussed in Bidjerano and Dai (2007). Students with Intellect and Conscientiousness had a higher propensity to utilize deeper information processing strategies, and consistent with the latter study, those personality traits were again shown to be strong predictors of academic achievement in the former two research studies
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