PERSONALITY TRAITS, GOAL ORIENTATIONS AND SCHOOL ACHIEVEMENT
DOI:
https://doi.org/10.19090/pp.2018.3.325-344Keywords:
goal orientations, personality traits, school achieve- mentAbstract
The aim of this study was to investigate the possibility of pre- dicting school achievement through personality traits and goal orientations. A total of 222 second, third and fourth grade high school students participated in the study (65.8% girls). The Big Five Inventory was used to measure the five personality traits (Ex- traversion, Neuroticism, Conscientiousness, Agreeableness and Openness to experience) and the Components of Self‒Regulated Learning was used for measuring three goal orientations: learning goal orientation, performance goal orientation and work‒avoid- ance goal orientation. As a measure of school achievement, the following was gathered: students’ previous grade point average, grade in Croatian language, mathematics, and first foreign lan- guage. The results of the hierarchical regression analyses sug- gested that Conscientiousness and Neuroticism are positive pre- dictors of GPA and the grade in the Croatian language. Further- more, Openness is a positive predictor, while Extraversion is a negative predictor of the grade in the first foreign language. Also, results have shown that learning goal orientation is a positive predictor of the grade in Croatian language. Finally, results have shown that learning goal orientation mediated the relationship between Conscientiousness and the grade in Croatian language.
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References
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nal of Education and Learning, 4(4), 91‒118. doi:10.5539/jel.v4n4p91
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Bidjerano, T., & Yun Dai, D. (2007). The relationship between the big‒five model of personality and self‒regulated learning strategies. Learning and Individual Differences, 17, 69‒81. doi:10.1016/j.lindif.2007.02.001
Booth, P., & Winzar, H. (1993). Personality biases of accounting students: Some implications for learning style preferences. Accounting and Finance, 33, 109‒120. doi:10.1111/j.1467‒629X.1993.tb00322.x
Bratko, D., Chamorro‒Premuzic, T., & Saks, Z. (2006). Personality and school performance: Incremental validity of self‒ and peer‒ratings over intelli- gence. Personality and Individual Differences 41, 131‒142. doi:10.1016/j. paid.2005.12.015
Chamorro‒Premuzic, T., & Furham, A. (2003a). Personality Traits and Academ- ic Examination Performance. European Journal of Personality, 17, 237‒250. doi:10.1002/per.473
Chamorro‒Premuzic, T., & Furnham, A. (2003b). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Psychology, 37, 319–338. doi:10.1016/S0092‒6566(02)00578‒0 Chamorro‒Premuzic, T., & Furnham, A. (2008). Personality, intelligence and ap- proaches to learning as predictors of academic performance. Personality and
Individual Differences, 44, 1596–1603. doi:10.1016/j.paid.2008.01.003 Chamorro‒Premuzic, T., & Furnham, A. (2009). Mainly Openness: The relation-
ship between the Big Five personality traits and learning approaches. Learn- ing and Individual Differences 19, 524–529. doi:10.1016/j.lindif.2009.06.004 Chen, G., & Mathieu, J. E. (2008). Goal orientation dispositions and performance trajectories: The roles of supplementary and complementary situational in- ducements. Organizational Behavior and Human Decision Processes, 106(1),
21‒38. doi:10.1016/j.obhdp.2007.11.001
Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social‒cogni- tive model of achievement motivation and the 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666‒679. doi:10.1037/0022‒3514.90.4.666
Dale, L., & Harrison, D. (2017). How the Big Five personality traits in CPSQ increase its potential to predict academic and work outcomes. Cambridge: Cambridge Assessment.
De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and educa- tion: A review. European Journal of Personality, 10, 303‒336. doi:10.1002/ (sici)1099‒0984(199612)10:5<303::aid‒per262>3.3.co;2‒u
Dompnier, B., Darnon, C., & Butera, F. (2013). When performance‒approach goals predict academic achievement and when they do not: A social value approach. British Journal of Social Psychology, 52, 587‒596. doi:10.1111/bjso.12025
Elliot, A. J. (1999). Approach and Avoidance Motivation and Achivement Goals.
Educational Psycologyst, 34, 169‒189. doi:10.1207/s15326985ep3403_3 Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoid-
ance achievement motivation. Journal of Personality and Social Psychology, 72, 218‒232. doi:10.1037/0022‒3514.72.1.218
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement Goals, Study Strate- gies, and Exam Performance: A Mediational Analysis. Journal of Educational Psychology, 91, 549‒563. doi:10.1037/0022‒0663.91.3.549
Elliot, A., J., & McGregor, H. A. (2001). A 2 x 2 Achievement Goal Frame- work. Journal of Personality and Social Psychology, 80, 501‒519. doi:10.1037/0022‒3514.80.3.501
Entwistle, N. J. (1972). Personality and Academic Attainment. British Journal of Educational Psychology, 42, 137‒151. doi:10.1111/j.2044‒8279.1972. tb00707.x
Eysenck, H. J., & Eysenck, M. W. (1985). Personality and individual differences: a natural science approach. New York: Plenum Press.
Farsides, T., & Woodfield, R. (2003). Individual differences and undergradu- ate academic success: The roles of personality, intelligence, and applica- tion. Personality and Individual Differences, 34, 1225‒1243. doi:10.1016/ S0191‒8869(02)00111‒3
Fenollar, P., Roman, S., & Cuestas P. J. (2007). University students’ aca- demic performance: An integrative conceptual framework and em- pirical analysis. British Journal of Educational Psychology, 77, 873‒891. doi:10.1348/000709907X189118
Gilman, R., & Anderman, E. M. (2006). The relationship between relative levels mo- tivation and intrapersonal, interpersonal, and academic functioning among older adolescents. Journal of School Psychology, 44, 375–391. doi:10.1016/j. jsp.2006.03.004
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and jun- ior high school students. Journal of Educational Psychology, 77, 631–645. doi:10.1037/0022‒0663.77.6.631
Gottfried, A. E. (1990). Academic intrinsic motivation in young elemen- tary school children. Journal of Educational Psychology, 82, 525–538. doi:10.1037/0022‒0663.82.3.525
Hair, E. C., & Graziano, W. (2003). Self‒Esteem, Personality and Achievement in High School: A Prospective Longitudinal Study in Texas. Journal of Personal- ity, 71, 971‒994. doi:10.1111/1467‒6494.7106004
Hakimi, S., Hejazi, E., & Lavasani, M. G. (2011). The Relationships Between Per- sonality Traits and Students’ Academic Achievement. Procedia – Social and Behavioral Sciences, 29, 836‒845. doi:10.1016/j.sbspro.2011.11.312
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short‒term and long‒term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316‒330. doi:10.1037/0022‒0663.92.2.316
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. New York, NY: The Guilford Press.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A metaanalytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422‒449. doi:10.1037/a0018947
Jensen, M. (2015). Personality Traits, Learning and Academic Achievements. Jour-
nal of Education and Learning, 4(4), 91‒118. doi:10.5539/jel.v4n4p91
John, O. P., & Srivastava, S. (1999). The Big Five Trait taxonomy: History, measure- ment, and theoretical perspectives. In L. A. Pervin, & O. P. John (Eds.), Hand- book of personality: Theory and Research (pp. 102‒138). New York, NY: Guil- ford Press.
King, R. B., & McInerney, D. M. (2014). The work avoidance goal construct: Ex- amining its structure, antecedents, and consequences. Contemporary Educa- tional Psychology, 39, 42‒58. doi:10.1016/j.cedpsych.2013.12.002
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
Kodžopeljić, J. i Pekić, J. (2017). Psihologija u nastavi. Odabrane teme iz psihologije obrazovanja. Novi Sad: Filozofski fakultet.
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five person- ality traits in predicting college students’ academic motivation and achieve- ment. Learning and Individual Differences, 19, 47‒52. doi:10.1016/j.lin- dif.2008.07.001
Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as pre- dictors of academic achievement: A cross‒sectional study from elementary to secondary school. Personality and Individual Differences, 42, 441‒451. doi:10.1016/j.paid.2006.08.001
Lin, Y., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or ex- trinsic motivation and learning. Learning and Individual Differences, 13, 251– 258. doi:10.1016/S1041‒6080(02)00092‒4
Lončarić, D. (2010). Spol i dob kao odrednice samoreguliranog učenja za cjeloživotno obrazovanje. U R. Bacalja (Ur.), Zbornik radova s međunarodnog znanstveno stručnog skupa Perspektive cjeloživotnog obrazovanja učitelja i odgojitelja (str. 104‒118). Zadar: Sveučilište u Zadru.
Matešić, K. i Zarevski, P. (2008). Povezanost opće inteligencije i dimenzija ličnosti sa školskim postignućem. Metodika, 17, 9, 260‒270.
Mattern, R. A. (2005). College Students’ Goal Orientations and Achievement. In- ternational Journal of Teaching and Learning in Higher Education, 17, 27‒32.
Matthew, G., Schwean, V. L., Campbell, S. E., Saklofske, D. H., & Mohamed, A.
R. (2000). Personality, Self‒regulation and Adaptation: A Cognitive‒so- cial Framework. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Hand- book of Self–regulation (pp. 101‒207). New York: Academic. doi:10.1016/ B978‒012109890‒2/50035‒4
Nacionalni centar za vanjsko vrednovanje obrazovanja. (2015). Nastavni planovi i programi za gimnazije i strukovne škole. Preuzeto 07. septembra 2018 sa: https://www.ncvvo.hr/nastavni‒planovi‒i‒programi‒za‒gimnazije‒i‒stru- kovne‒skole/
Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents’ theo- ries of education. Journal of Educational Psychology, 77, 683‒692. doi:10.1037/0022‒0663.77.6.683
Niemivirta, M. (1996, March). Motivational-cognitive components in self-regulated learning. Paper presented at 5th International Conference on Motivation, Landau, Germany.
Norem, J. K., & Cantor, N. (1986). Defensive Pessimism: Harnessing Anxiety as Mo- tivation. Journal of Personality and Social Psychology, 6, 1208‒1217. doi:10.1 037//0022‒3514.51.6.1208
Pahljina‒Reinić, R. i Kukić, M. (2015). Ciljne orijentacije studenata i prilagodba na studij. Psihologijske teme, 24, 543‒556.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta‒analytic examina- tion of the goal orientation nomological net. The Journal of Applied Psychol- ogy, 92(1), 128–50. doi: 10.1037/0021‒9010.92.1.128
Poropat, A. E. (2009). A Meta‒Analysis of the Five‒Factor Model of Personality and Academic Performance. Psychological Bulletin, 135, 322‒338. doi:10.1037/ a0014996
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