Personality Traits Of Students Research Articles

Homogeneous Group Formation in Collaborative Learning Scenarios: An Approach Based on Personality Traits and Genetic Algorithms

The incorporation of collaborative work in the educational field grows day after day, as does the research associated with this topic. One of the most recurring problems faced by teachers who want to employ this learning strategy is the good students’ group formation since this task can be complex both conceptually and computationally, especially if the aim is to automate it. Considering that group formation is key when developing activities in collaborative learning scenarios, this article aims to propose a technique based on a genetic algorithm approach for achieving homogeneous groups, considering the students personality traits as grouping criteria, since, the aforementioned traits, have proven to be significantly predictive of academic performance and, in addition, to be associated with variables with a strong influence on academic success, such as intelligence and beliefs of self-efficacy. A controlled experiment was designed with 132 students, quantifying the personality traits through the “Big Five Inventory,” forming working groups and developing a collaborative activity in the initial programming courses. The experiment results allowed validation, not only from a computational point of view evaluating the algorithm performance but also from a pedagogical point of view, confronting the results obtained by students: formation based on personality traits versus formation by the students’ preference. The highlight of this article is that the homogeneous groups generated by the proposed approach produced better academic results compared to those obtained by groups generated by the students' preference, at the moment of developing a collaborative activity.

Personal Characteristics of Students, Inclined to Internet-addicted Behaviour

Introduction. The article is devoted to the study of personality traits of students with different levels of Internet addiction. In connection with the rapid ubiquitous spread of the Internet, the problem of dependence on the global network is becoming more and more urgent. However, we have to state that there is a contradiction between the need to prevent Internet addiction among young people and insufficient knowledge of the personal characteristics of students who are prone to Internet addictive behaviour. Materials and Methods. The research used the following methods: theoretical analysis of scientific literature, testing (test for Internet addiction (K. Young (adapted by V. A. Loskutova)), test “Self-assessment” (L. D. Stolyarenko), personality questionnaire “Suggestibility” (S. V. Klauchek and V. V. Delariu), personality questionnaire EPI (Eysenck Personality Inventory) (G. Eysenck), methodology for diagnosing failure avoidance motivation (T. Ehlers)). For statistical analysis of empirical data, the Student’s test was used for independent samples. Results. The study found that among the respondents there are no people with a pronounced Internet addiction. Identified potential Internet addicts – students overly keen on the Internet. They tend to have low self-esteem scores and are more susceptible to suggestion than regular web users. Most students who are prone to Internet-addicted behaviour have a high and too high level of motivation for avoiding failure, while the majority of ordinary users are characterized by a high level. There are no significant differences between the groups of respondents on the introversion and extraversion scale. Statistical analysis of the data obtained confirmed the presence of significant differences between students who are potential addicts and students who are ordinary Internet users in terms of self-esteem and suggestibility. Discussion and Conclusion. The analysis of the results of the study allows us to conclude that students who are overly keen on the Internet differ from their peers – ordinary Internet users by their tendency to a low assessment of their own qualities and a higher suggestibility. They also have a higher level of failure avoidance motivation. The data obtained by us can be used in the development of programs for the prevention of Internet addiction among students.

Understanding personality traits of students and their physical activity engagement: A convergent design

The observed low level of physical activity among the students drives the curiosity to understand the dominant traits of Grade 10 students and whether these traits would associate with their physical activity engagement. Using a mixed method, convergent design, 150 student-respondents were selected from schools in the Cotabato province to respond to the survey questionnaire. At the same time, seven participants were invited to join the In-Depth-Interview and ten participants in the Focus Group Discussion (FGD). The statistical tools used were frequency, mean, standard deviation, and Chi-Square Test for Association. Results revealed that agreeableness was the most dominant personality trait possessed by the Grade 10 students. Their physical activity engagement was moderate. The results further showed no significant association between personality traits and physical activity engagement among the participants. Moreover, the qualitative findings revealed five essential themes: a healthy and active lifestyle, school and home-based physical activity, positive emotion, social and physical demands, and personal belief and support. As to how participants’ physical activity shaped their values, attitudes, and commitment, essential themes such as attention focus, positive disposition, prioritized task, and trying new physical activities emerged. Finally, data integration revealed nine merging-converging, and two of them were merging-diverging in nature.

Ensemble Predictive Model for Academic Churn Risk Using Plurality Voting

Academic churn analysis involves identifying students who are most likely to discontinue schooling. Although churn is an unavoidable phenomenon, timely detection and early intervention have been proven to be effective retention mechanisms. The study aimed to develop a model that predicts the likelihood of students to churn to provide insights to school administrators to initiate activities to prevent student attrition. This study examined academic, demographic and psychological data of students admitted as freshmen from 2005 to 2010 in two programs (Bachelor of Science in Information Technology [BSIT] and Bachelor of Science in Computer Systems [BSCS]) of the University of San Jose-Recoletos, Cebu City, Philippines. The psychological data representing the personality traits of students were gathered through Manchester Personality Questionnaire (MPQ). This study applied the ensemble method in machine learning to create a predictive model to define profiles for churners and non-churners. The predictive model was created by bagging three different classification models, namely support vector machine (SVM), random forest (RF) and k-Nearest Neighbor (k-NN) via plurality voting. The performance of the model was verified through 10-fold cross-validation with an overall accuracy of 78%. The model will be integrated into the college student advising system to provide notifications to administrators on students who need intervention on their subsequent enrollment.

Analysis of the relationship between the personality traits of university students and their grit levels

This research aims to examine the relationships between personality traits and the grit levels of university students. Participants of the study are 379 students (304 females, 75 males). The age range of the study group is 18-25. Five-Factor Personality Scale, Short Grit Scale, and Personal Information Form were used as data collection tools in the study. Analysis of the data was performed using the Pearson product moments correlation with the SPSS program and t-test techniques for independent groups. According to the findings obtained from the study, a positive significant relationship was found between liability, openness to experience, extraversion and adaptation personality traits, and grit levels. It’s also found that a negative relationship between neuroticism and grit levels. In terms of gender, there was no significant difference between male students and female students in grit levels. However, in terms of gender, it was observed that there was a significant difference between male students and female students in terms of adaptation and openness to experience. The research findings were discussed within the scope of the literature and recommendations were made according to the results.

Examining the Relationship between Computational Thinking, Lifelong Learning Competencies and Personality Traits Using Path Analysis

The purpose of this study is to determine the relationship between computational thinking, lifelong learning competencies and personality traits of university students. It was aimed to create a model that explains and predicts the relationship among the variables determined in the study. Convenience sampling method was used in determining the study group. Data were collected from 228 university students through social media. Descriptive statistics, correlation and path analysis were used to analyze the data. The results indicated that extroversion, agreeableness, and openness are statistically significant predictors of computational thinking. Among the personality traits, agreeableness yielded the greatest effect, while extroversion and openness resulted in medium effect on computational thinking. In addition, computational thinking significantly predicts lifelong learning competencies.

Academic Procrastination and Personality Traits in College Students

Procrastination is an intentional delay of intended course of action, in spite of an awareness of negative consequences. Personality traits are lot but in this research it is about the big five personality inventories i.e. OCEAN openness to experience, conscientiousness, extraversion, agreeableness and neuroticism. These personality traits will reflect a person’s characteristics. The aim of my research is to study the academic procrastination and personality traits in college students. The objectives are to study the academic procrastination and personality traits in college students, to study the gender differences and grade differences in the level of academic procrastination and personality traits, to study the relationship between academic procrastination with personality traits in college students. The sample size is 100 including males and females and undergraduates and postgraduates. The tools used to analyze data are Academic procrastination scale and NEO-FFI personality inventory. The findings revealed that the hypothesis were accepted for the gender differences of the personality traits and of grade differences in one of the personality traits but hypothesis rejected for the other variable i.e. of academic procrastination. There was no significant relationship between academic procrastination and personality traits except for just one trait i.e. conscientiousness.

Zooming their way through university: Which Big 5 traits facilitated students' adjustment to online courses during the COVID-19 pandemic

Many students struggled with the abrupt transition to online classes required by the COVID-19 pandemic. The present research used a self-determination theory framework to examine the role of the Big 5 personality traits in university students' adaptation to online learning, measured by their quality of motivation, subjective well-being, self-efficacy, online engagement, and online satisfaction. A longitudinal study was conducted across the 2020 fall semester and included a total of 350 university students who answered surveys in September and December. Results showed that conscientiousness and openness to experience were associated with higher self-efficacy and with different forms of autonomous motivation for online learning. Conscientiousness was related to identified motivation, whereas openness to experience was related to intrinsic motivation. In contrast, neuroticism was related to increases in controlled motivation. Only openness to experience was strongly related to engagement with online learning and higher levels of subjective well-being. These findings suggest that openness to experience may be an adaptive trait for students' transition to online classes during these times of uncertainty.

Studying the personality traits of students within the framework of the poles splitting of the cognitive style analyticity/synthetic

This article examines the problem of studying anxiety and empathy within the framework of the splitting of the poles of the cognitive style of analyticity/synthetics in subjects aged 17-18. The study was carried out using the following methods – “Free sortingˮ by Riley W. Gardner modified by Voldemar Kolga, “Diagnostics of the level of empathyˮ by Il’dar Yusupov, “State-Trait Anxiety Inventoryˮ by Charles Donald Spielberger and Juri Hanin. The study involved 80 students. Using the methodology “Free sortingˮ by R.W. Gardner, modified by V.A. Kolga, the following groups were identified in the sample of subjects: synthetics/categorisers, synthetics/globalists, analysts/differentiators and analysts/detailisers. Diagnostics according to the methodology “State-Trait Anxiety Inventory” by Ch.D. Spielberger and J. Hanin made it possible to identify high, medium, and low levels of anxiety. Analysis of the research results using the methodology “Diagnostics of the level of empathyˮ by I.M. Yusupov determined the presence in the sample of students of very high, high, medium and low levels of development of empathy. The group of synthetics/categorisers and analysts/differentiators were distinguished by low and medium levels of anxiety, high and medium levels of empathy development. The group of synthetics/globalists and analysts/detailisers was characterised by a high level of anxiety, low and medium levels of development of empathy.

Problemas psicológicos de la formación de valores socioculturales en estudiantes

Este artículo se dedica al estudio de las cuestiones psicológicas de la formación de valores socioculturales en los estudiantes. El cuestionario de valores personales de Schwartz, la metodología SAT de S. Shostrom y el cuestionario del autor se utilizaron para la medición en la investigación. 140 solteros participaron en el estudio. El objetivo de la investigación es determinar la relación entre valores socioculturales y rasgos de personalidad, logros académicos, situación económica y autorrealización en los estudiantes e identificar los valores que dominan en esta dirección. Se tomaron como factores clave el rendimiento académico, la demografía, el nivel de vida y las diferencias de género. Se utilizaron grupos experimentales y de control durante el estudio. El análisis de los resultados mostró que existe una correlación positiva entre los rasgos de personalidad y los valores socioculturales, pero esta tendencia es típica. La relación entre los valores de autorrealización de los estudiantes y los rasgos de personalidad es más alta que otros valores. Se puede concluir que estos valores son de carácter individual e incluyen parcialmente valores socioculturales. (r = 0.68, r = 0.52, r = 0.64) Se encontró que la relación entre valores multiculturales y altruistas y rasgos de personalidad es positiva en varios aspectos, especialmente iniciativa (r = 0.26), responsabilidad (r = 0.73), optimismo (r = 0,43). El estudio mostró que la correlación entre los valores de los estudiantes y el rendimiento académico (r = 0,599 **), el estado financiero (r = 0,564 **) y los factores demográficos (r = 0,446 **) es importante. Se puede sugerir que para formar valores socioculturales en los estudiantes, es necesario desarrollar rasgos de personalidad, incluyendo oportunidades para la autorrealización, para crear un ambiente educativo favorable para ellos.

Anxiety, Suicidal Risk and Personal Characteristics of Medical Students

Background. The prevalence of anxiety, depression, personality traits and poor quality of life among medical students contributes to the formation of suicidal behaviorAims. To reveal the relationship between the severity of anxiety, hopelessness, personality traits and suicidal risk in students of Irkutsk State Medical University.Material and methods. The study included third-year students of the medical faculty of Irkutsk State Medical University (n = 61), average age – 19.7 ± 2.2 years. We used Spielberger – Khanin and Sheehan scales of self-assessment of the anxiety level, the personality questionnaire of Smisek – Mueller “Accent 2-90”, and Beck’s hopelessness scale.Results. According to the results of testing on the Spielberger – Khanin scale, the severity of reactive anxiety reached moderate values in 57.3 % of students, severe anxiety was found in 32.8 %, the absence of anxiety – in 9.8 %. Personal anxiety on the Spielberger – Khanin scale was characterized by moderate values in 52.5 % of cases, severe anxiety was found in 45.9 %, the absence of anxiety – in 1.6 %. Moderate and high values of reactive and personal anxiety were significantly more common compared to the students with no anxiety. According to the psychometric assessment of students using Sheehan scale, clinically expressed anxiety was observed in 47.5 % of cases, severe anxiety disorder – in 4.9 %, lack of anxiety – in 47.5 %. The personality traits of students with anxiety include hyperthymia, excitability, dysthymia, cyclothymia, introversion and exaltation.Нopelessness in students was detected in 27.9 % of cases (mild – in 16.4 %, moderate – in 9.8 %, severe – in 1.6 %). Тhe criterion of hopelessness was detected with pronounced situational and personal anxiety in comparison with moderately pronounced anxiety using Spielberger – Khanin scale (50 % and 39.3 % respectively); expressed and severe anxiety was detected in 51.7 % and 66.7 % of cases on the Sheehan scale.The personality traits of students with hopelessness included stuckness, pedantry (standard level and level above average); cyclothymia in the form of unstable mood; demonstrativeness; excitability (normative level); dysthymia in the form of attempts to deny difficulties; exaltation (average level); introverted personality direction.Conclusion. Determination of factors of suicidal risk is important in the prevention of suicidal behavior among medical students.

The Relationship Between Premenstrual Syndrome and Personal Properties in Unıversity Students

Objective: The study was conducted to determine the relationship between premenstrual syndrome and personality traits in university students. Study Desing: Research is descriptive and cross-sectional study. The study's universe consists of 2426 female students. The sample of the study is composed of 736 students. Participant presentation form, Premenstrual Syndrome Scale and Cervantes Personality Scale were used to collect the data. Cronbach Alpha reliability analysis test, arithmetic mean, standard deviation and t test in independent groups were used in the evaluation of the data. Finding: Premenstrual syndrome was detected in 62% of the students in the study. There was a significant relationship between premenstrual syndrome and emotional balance / neuroticism and consistency / incoherence personality traits of the students in the study (p <0.05). However, there was no significant relationship between personality traits and premenstrual syndrome (p> 0.05). Conclusion: More than half of the students had premenstrual syndrome, and more premenstrual syndrome was found in neurotic and incoherent persons. It is suggested that the personality trait should be considered in the treatmentand care of premenstrual syndrome.

Information Seeking Behaviour and Personality Traits in Secondary-school Students

Information Seeking Behaviour and Personality Traits in Secondary-school Students

Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores.

The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.

The Role of Gender Factor in the Effect of Personality Traits on Entrepreneurship Tendency

Entrepreneurship is one of the important economic phenomena of today. The entrepreneurs who put the initiatives into operation, which constitute the most fundamental building block of the economy, keep the interest above all periods. It can be stated that, it is tried to be increased with the support and incentives of the state and also with grants especially today. Entrepreneurship is a key element of economic development, employment creation and increasing the level of welfare which countries emphasize strongly. Entrepreneurship is the process of carrying the opportunities offered by the environment into a business activity. There are many characteristics that entrepreneurs who can see these opportunities should have, and as one of them, the entrepreneurial tendencies of university students who are candidates to become entrepreneurs and the personality traits considered as one of the factors affecting this tendency have been tried to be determined by considering the gender factor. In the study, it was aimed to determine the role of gender factor in the effect of personality traits of university students on their tendency to be entrepreneurs. For this purpose, data from 300 university students were obtained from the online questionnaires sent to university students. Reliability analysis and descriptive statistics were made with SPSS 16 for these data. For the analysis of the hypotheses, the structural equation model was applied in AMOS 19 program. It was determined that extraversion and openness to development dimension of personality traits affected entrepreneurship tendency. Additionally, it was determined that age and gender among demographic factors also affected the relationship between personality traits and entrepreneurship tendency. Keywords: Personality Traits, Entrepreneurial Traits, Entrepreneurial Tendency DOI: 10.7176/EJBM/13-6-17 Publication date: March 31 st 2021

Hospitality students at the online classes during COVID-19 – How personality affects experience?

The recent COVID-19 pandemic has forced all teaching and learning activities to shift to online platforms. Hospitality students are not exempted from this transition even though they are used to offline learning environment and often take a blended learning of theoretical and practical components. This sudden change has caused disruptions in their learning process and created all kinds of anxieties. Thus, this study aimed to explore how the personality traits of hospitality students are associated with their level of anxieties and how their learning experience is affected. A survey was conducted in Hong Kong shortly after the affected semester ended. Results showed that students with high levels of agreeableness and openness to experience perceive a high degree of learning, technical, and financial anxiety. By contrast, students with high levels of conscientiousness, extraversion, and neuroticism partially sense a low degree of these anxieties. Results also revealed that a low degree of learning and financial anxiety can enhance students’ perceived online learning and consequently improve student satisfaction. Theoretical development and managerial implications are further discussed.

The Relationship between Undergraduate Students’ Personality Dimensions and Effectiveness of Entrepreneurship Education in China

Purpose-This paper aims to identify the personality traits (agreeableness, openness to experience, extraversion, conscientiousness and neuroticism) of undergraduate students and effectiveness of entrepreneurship education in China. The difference among the personality traits of undergraduate students toward their effectiveness of entrepreneurship education is also analyzed.Design/methodology/approach-The personality dimensions questionnaires were completed by 209 undergraduate students participants. Pearson correlation coefficients were extracted and regression analysis was performed.Findings-The study revealed that out of 209 respondents. Students having open and conscientious trait were increasingly more effectiveness of entrepreneurship education, the conscientiousness was identified as the most suitable personality trait for undergraduate students. A signifificant difference was also observed among all the personality traits of undergraduate students.Research limitations/implications-Participants retrospectively assessed their personality dimensions. Future research may use both teachers and students of participants to collect more accurate data on education practices or use observational methods.Social implications-This work seems to suggest that the students’ personality should be taken into account in entrepreneurship education.Originality/value-This is the first study to investigate the relationship between personality dimensions and effectiveness of entrepreneurship education. The paper provided further insights into determinants of entrepreneurship education. This article also had certain reference value to the policy makers who intend to improve the entrepreneurship education of the universities in China. It also provide a basis to improve the effectiveness of entrepreneurship education.

Medical Student Personality Traits and Clinical Grades in the Internal Medicine Clerkship.

Third year clerkship grades include subjective evaluations. The purpose of this study is to identify if personality traits and self-esteem predispose students to better clerkship performance. Third-year medical students completed the OCEAN Five Factor Model Personality Test and Rosenberg Self-Esteem Scale. Clerkship grades were matched to survey results. Chi-squared and linear regression analyses assessed the correlation between students' clerkship grades, personality traits, and self-esteem. There was no association between OCEAN personality domains and any component of clerkship grade. In secondary post hoc analysis, students who are "deep thinking" (OR 2.97, 95% CI 1.26-7.01, p = 0.01), "sophisticated" (OR 2.70, 95% CI 1.12-6.50, p = 0.03), and "outgoing" (OR 2.45, 95% CI 1.02-5.89, p = 0.04) were significantly more likely to get an overall clerkship grade of Honors. "Deep thinking" (OR 3.44, 95% CI1.47-8.04, p = 0.004) and "efficient" (OR 2.87, 95% CI 1.12-7.36, p = 0.03) students scored better on shelf exams, while "shy" students scored worse (OR 0.30, 95% CI 0.13-0.69, p = 0.004); "aloof" students received worse clinical scores (OR 0.57, 95% CI 0.37-0.89, p = 0.03), and "rude" (OR 5.08, 95% CI 1.03-24.94, p = 0.03) and "sophisticated" (OR 2.47, 95% CI 1.02-6.00, p = 0.04) students received higher preceptor scores. There was no correlation between self-esteem and clerkship grades. Students with certain personality traits may be predisposed to success during clerkships. Medical educators should be cognizant of biases favoring certain personalities and help students maximize success by recognizing their strengths and identifying gaps.

Coping Strategies and Accentuations of Personality Traits in First-Year Students with Different Levels of Subjective Well-Being

The research objective was to determine the features, interrelations, and differences in subjective well-being, coping-strategies, and accentuations of personality traits. The experiment featured first-year students with different levels of subjective well-being that majored in technical sciences at the South Ural State University (National Research University) in Chelyabinsk (Russia). The research involved the subjective well-being scale developed by Perrudet-Badoux, Mendelsohn, and Chiche in M. V. Sokolova’s adaptation, R. Lazarus’s coping-test, and G. Schmieschek and K. Leonhard’s questionnaire. The experiment included 43 male students (mean age – 17,8), who were divided into three groups according to the level of subjective well-being. The first-year students with high and medium levels of subjective well-being had a wide range of coping strategies. The students with a low level of subjective well-being had an insufficient personal and psychoemotional resource to cope with adversities. The authors also defined priority links between accentuations, coping strategy, and subjective wellbeing. The experiment confirmed the hypothesis that first-year students with different levels of subjective well-being would have different indicators of coping strategies and accentuations of personality traits, as well as different structure of research scale connections. The results can help to create programs for the development of coping strategies in first-year students.

Personality Traits of Students in Resilient and Struggling Schools: Different Children or Different Schools

One of the most important facets of educational inequality is the globally observed wide socioeconomic gap in academic outcomes across schools and individual students. However, there are resilient schools that manage to be effective in adverse circumstances. In order to find out what may stand behind resilience of disadvantaged schools, personality traits of their students are compared to those of students attending schools that perform low in equally challenging contexts. Empirical data for this study was collected in Leningrad Oblast in 2019 and includes information about schools’ academic outcomes and socioeconomic status (SES) as well as students’ personality traits that have been traditionally associated with psychological resilience. Personality traits are assessed using the Academic Resilience Scale (ARS‑30), the academic motivation subscale, and the grit and self-regulation scales. Factor structure of the questionnaires is verified using confirmatory factor analysis. No differences are revealed in personality traits of students between resilient and non-resilient low-SES schools, which confirms the previous findings that academic resilience is built through managerial strategies of school principals, school and state educational policies, and practices to improve school effectiveness.