عنوان مقاله [English]
The purpose of the present study was to examine the prediction of academic achievement by five big personality traits. The sample included 609 students (308 girls and 301 boys) selected randomly from different high schools in Dezful city. Data collected by Five Factor Personality Inventory (NEO-FFI) (Costa& McCare, 1992). Academic achievement had a positive correlation with extraversion, agreeableness, conscientiousness and a negative correlation with neuroticism. Stepwise regression analysis showed that only neuroticism and openness in two steps could explain 5% of variance in academic achievement. The results were discussed in terms of the theory of personality.
Busato, V.V, Prins, F.J, Elshout, J.J, et al 2000, Intellectual ability, learning style, achievement motivation and academic success of psychology students in higher education, Personality and Individual Differences, Vol. 29, Pp. 1057-1068.
Chamorro-premuzic, T, furnham, A 2003, Personality traits and academic examination performance, European Journal of Personality, Vol.17, Pp.237, 250.
Conard, M 2006, Aptitude is not enough: How personality and behavior predict academic performance, Journal of Research in Personality, Vol.40, Pp.339-346.
Costa, P.T, McCrae, R.R 1992, NEO PI-R: Professional manual: Revised NEO PI-R and NEO-FFI, Psychological Assessment Resources, Inc.
Diseth, A 2003, Personality and approaches to learning as predictors of academic achievement, European Journal of Personality, Vol.17, Pp.143-155.
Farsides, T, Woodfield, R 2003, Individual differences and undergraduate academic success: The role of personality, intelligence, and application, Personality and Individual Differences, Vol.34, Pp.1225-1243.
Flory, K, Lynam, D, Milich, R 2002, The relations among personality, symptoms of
alcohol and marijuana abuse, and symptoms of co morbid psychopathology: Results from a community sample, Experimental and Clinical Psychopharmacology, Vol.10, Pp. 425-434.
Haren, E, Mitchell, CW 2003, Relationships between the five-factor personality model and coping styles, Psychology & Education: An Interdisciplinary Journal, Vol.40. Pp.38-49.
Komarraju, M, Karau, J.S, Schmeck, R.R 2009, Role of the Big Five personality traits in predicting college students academic motivation and achievement, Learning and Individual Differences, Vol.19, Pp. 47-52.
Laidra, K, Pullmann, H, Allik, J.R 2007, Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school, Personality and Individual Differences, Vol.42, Pp.441-451.
Lounsbury, J.W, Saudargas, R.A, Gibson, L. W, et al 2005, An investigation of broad and narrow personality traits in relation to general and domain-specific life satisfaction of college student, Research in Higher Education, Vol. 46, Pp.707-729.
Lounsbury, J.W, Steel, R.P, Loveland, J.M, et al 2004, An investigation of personality traits in relation to adolescent school absenteeism, Journal of Youth and Adolescence, Vol. 33, Pp.457-466.
Noftle, E.E, Robins, R.W 2007, Personality and the prediction of outcomes: Big five correlates of GPA and SAT scores, Journal of Personality and Social Psychology, Vol.93, Pp.116-130.
O'Connor, C.M, Paunonen, V.S 2007, Big Five personality predictors of post-secondary academic performance, Personality and Individual Differences, Vol.43, Pp.971-900.
Premuzic, T, Furnham, A 2003, Personality traits and academic examination performance, European Journal of Personality, Vol.17, Pp. 237-250.
Premuzic, T, Furnham, A, Dssou, G, et al 2005, Personality and preference for academic assessment: A study with Australian University students, Learning and Individual Difference, Vol.15, Pp.247-256.
Wagerman, S.A, Funder, D.C 2007, Acquaintance reports of personality and academic achievement: A case for conscientiousness, Journal of Research in Personality, Vol. 41, Pp.221-229.
Zhang, L.F 2003, Dose the big five predict learning approaches?, Personality and Individual Differences, Vol.34, Pp.1431-1446.
Zhang, L.F 2002, Thinking styles and the big five personality traits, Education Psychology, Vol.22, Pp.17-31.