Journal of Organization and Human Behaviour

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Relationship Between Students’ Personality types and their Academic Achievement in Colleges of Teachers’ Education


Affiliations
1 Education, Researcher, Center for the Studies of Environment and Society, Wollega University, Ethiopia., Ethiopia
     

   Subscribe/Renew Journal


This study sought to investigate the relationship between students’ personality types and their academic achievement in Colleges of Teachers’ Education, Western Ethiopia. Three colleges of teachers’ education, namely DambiDollo, Shambu, and Nekemte, were selected by purposive sampling technique. The study employed correlation research design. The sample size was 351 trainees. A standard questionnaire was used as the instrument for collecting data from the students, while interviews were conducted with the teachers. Validity of the instruments was checked through experts in research and piloting. Quantitative data analysis was carried out using descriptive and inferential statistics such as percentages, mean, standard deviation, Pearson correlation, regression, and one-way ANOVA test. The study established that neuroticism and extroversion were negatively related to academic achievement, whereas conscientiousness, agreeableness, and openness have a positive association with academic achievement. Conscientiousness personality type was the best and strongest individual predictor of academic achievement at the colleges of teachers’ training. Therefore, it is important to institutionalise the trait of conscientious during the initial years of education, by presenting appropriate conscientious role models or encouraging conscientious people. Findings of this study emphasise the necessity of informing curriculum developers of the personality traits and individual differences of learners, to help them take such differences into account and be more flexible while developing educational curriculums.

Keywords

Personality, Achievement
Subscription Login to verify subscription
User
Notifications
Font Size

  • Bratko, D., Chamoro, T., & Saks, Z. (2006). Personality and school performance: Incremental validity of self and peer-ratings over intelligence. Personality and Individual Differences, 41, 131-142.

  • Caspi, A., Roberts, W., & Shiner, L. (2005). Personality development: Stability and change. Annual Review of Psychology, 56, 453-484.

  • Chamorro-Premuzic, T., & Furnham, A. (2003a). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319-338.

  • Chamorro-Premuzic T., & Furnham A. (2003b). Personality traits and academic examination performance. European Journal of Personality, 17, 237-250.

  • Chamorro-Premuzic T., & Furnham A. (2005). Personality and intellectual competence. New Jersey: Lawrence Erlbaum Associates.

  • Costa, T., & McCrae, R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI). Professional Manual. Odessa: FL: Psychological Assessment Resources.

  • Creswell, J. W. (2006). Research design, quantitative and mixed approaches (2nd ed.). London, Sage Publication Inc.

  • Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personalities, approach to learning and academic performance. Personality and Individual Differences, 36(8), 1907-1920.

  • Dunsmore, J. A. (2005). An Investigation of the predictive validity of broad and narrow personality traits in relation to academic achievement (A dissertation PhD.).University of Tennessee, Knoxville.

  • Engler, B. (2009). Personality theories (8th ed.). Houghton Mifflin Harcourt Publishing Company.

  • Gay, R., Mills, E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. New Jersey: Pearson Education, Inc.

  • Goleman, D. (1995). Emotional intelligence. New York: Bantam.

  • Heaven, L., Ciarrochi, J., & Vialle, W. (2007).Conscientiousness and Eysenckian psychoticism as predictors of school grades: A one-year longitudinal study.Personality and Individual Differences, 42(3), 535-546.

  • Kline, P. (1977). Personality and learning. In M. Howe (Ed.) Adult Learning. Chichester: Wiley.

  • Klinkozs, W., Sekowski, A., & Brambring, M. (2006).Academic achievement and personality in university students who are visually impaired. Journal of Visual Impairment Blindness, 100(11), 666-675.

  • Koning, B., Loyens, M., Rikers, P., Smeets, G., & Molen, T. (2012). Generation psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program. Learning and Individual Differences, 22(3), 313-323.

  • Kothari, C. (2004). Research methodology: Methods and techniques. New Age International (P) Limited, Delhi.

  • Kour, P., & Sharma, P. (2013). International Journal of Innovative Research and Development. ISSN 2211-2278, Jammu, India.

  • Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.

  • Lesson, P., Ciarrochi, J., & Heaven, P. C. L. (2008).Cognitive ability, personality and academic performance in adolescence. Personality and Individual Differences, 45(7), 630-635.

  • McCrae, R. R., & John, P. (1992). An introduction on five factor model and its implications. Journal of Personality, 60(2), 169-175.

  • O’Connor, M. C., & Paunonen, S. V. (2007). Big five personality predictors of post-secondary academic performance. Personality and Individual Differences,43(5), 971-990.

  • Paunonen, V., & Ashton, C. (2001). Big five predictors of academic achievement. Journal of Research in Personality, 35(1), 78-90.

  • Wagerman, A., & Funder, C. (2007). Acquaintance reports of personality and academic achievement: A case for conscientiousness. Journal of Research in Personality, 41(1), 221-229.


Abstract Views: 178

PDF Views: 0




  • Relationship Between Students’ Personality types and their Academic Achievement in Colleges of Teachers’ Education

Abstract Views: 178  |  PDF Views: 0

Authors

Fanta Wakwoya Gemechu
Education, Researcher, Center for the Studies of Environment and Society, Wollega University, Ethiopia., Ethiopia

Abstract


This study sought to investigate the relationship between students’ personality types and their academic achievement in Colleges of Teachers’ Education, Western Ethiopia. Three colleges of teachers’ education, namely DambiDollo, Shambu, and Nekemte, were selected by purposive sampling technique. The study employed correlation research design. The sample size was 351 trainees. A standard questionnaire was used as the instrument for collecting data from the students, while interviews were conducted with the teachers. Validity of the instruments was checked through experts in research and piloting. Quantitative data analysis was carried out using descriptive and inferential statistics such as percentages, mean, standard deviation, Pearson correlation, regression, and one-way ANOVA test. The study established that neuroticism and extroversion were negatively related to academic achievement, whereas conscientiousness, agreeableness, and openness have a positive association with academic achievement. Conscientiousness personality type was the best and strongest individual predictor of academic achievement at the colleges of teachers’ training. Therefore, it is important to institutionalise the trait of conscientious during the initial years of education, by presenting appropriate conscientious role models or encouraging conscientious people. Findings of this study emphasise the necessity of informing curriculum developers of the personality traits and individual differences of learners, to help them take such differences into account and be more flexible while developing educational curriculums.

Keywords


Personality, Achievement

References