scholarly journals The Effects of the Big Five Personality Factors, Beliefs of Intelligence and Self-Regulated Learning Strategies on the Academic Achievement between Middle and High School Students

2013 ◽  
Vol 61 (2) ◽  
pp. 441-470
Author(s):  
윤소정 ◽  
박귀화 ◽  
이은영
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Learning Strategies ◽  
Big Five ◽  
Personality Factors ◽  
Big Five Personality ◽  
School Students ◽  
Self Regulated Learning ◽  
Big Five Personality Factors

scholarly journals The Role of Personality Traits in Predicting Senior High School Students’ Academic Buoyancy

2019 ◽  
pp. 1336-1340
Author(s):  
Meilani Rohinsa ◽  
Surya Cahyadi ◽  
Achmad Djunaidi ◽  
Tb. Zulrizka Iskandar
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Big Five ◽  
Senior High School ◽  
Personality Factors ◽  
School Students ◽  
Academic Buoyancy ◽  
Senior High School Students

All students have to face academic pressures, setbacks and challenges that are part of their everyday academic life. The capacity to deal with this, i.e. ‘academic buoyancy’, is needed to reduce the impact of academic adversity. Since academic buoyancy may be associated with personality, our study explored the role of personality trait, especially the ‘big five’, as predictors of the academic buoyancy in senior high school students in an Eastern culture. Methods: Using quota sampling, 356 respondents were sampled from the eight largest senior high schools in Bandung, Indonesia. Five personality factors were measured using the Big Five Inventory. Furthermore, academic buoyancy was assessed utilizing the Academic Buoyancy Scale. Multiple regression analysis was used to analyze the predictive value of each trait for academic buoyancy. Result: Academic buoyancy appears to be related to personality differences. We found three personality traits which predicted positively and significantly academic buoyancy, namely Conscientiousness, Agreeableness and Extraversion. Conclusions: The study has provided a new understanding of the relevance of personality for academic student’s life. Implications and differences in relation between personality and academic buoyancy in senior high school’ student are discussed.

scholarly journals Prediction of Resilience Based on Personality Traits of Female Adolescent Students

2021 ◽  
Vol 14 (4) ◽  
pp. 1526-1530
Author(s):  
Sonam Sharma
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Big Five ◽  
Pearson Correlation ◽  
Female Students ◽  
Female Adolescent ◽  
Big Five Personality ◽  
School Students ◽  
Significance Level

In high school students’ anxiety is very common problem for all. Nevertheless, the students predict to be stressful increasing with several sources of stress especially with Academic stress. How to respond to stress and challenges affect the entire life of them. The current study tries to investigate the relationship between resilience and personality traits. Moreover, the other important objective is to examine whether big five personality traits predict resilience of high school female students or not. Till now, very limited studies have been conducted in India in context to high school female students. Enrolled in academic session 2020-21, 85 students studying Humanities in 12th standard, in GGSSS, Delhi, India were selected to participate in the study. The standardized questionnaires of the Ego Resilience Scale and Big Five Personality Test were used as the tool of the study. The data was collected using both the questionnaires and interpreted using Pearson correlation and multiple linear regression at a significance level p<0.05. As a result of analysis, Pearson Correlation shows that all the personality traits E, A, C, O have a significant positive correlation with Resilience (r= .539, r=.734, r=.792 and r=. 751 respectively) but N has a significant negative correlation with resilience (r=-.684). Furthermore, the results reveal a statistically significant relationship between the variables of Conscientiousness, Neuroticism, and Agreeableness, and the participants’ resilience scores (R=.859, R2= .738, p<.05). These three personality traits together account for 73% of the total variance in resilience (F=75.94, p<.05). It is concluded that Understanding of the levels and relationship among Personalities and Resilience of adolescents can assist in predicting the performance level of the students and in future intervention programs can be developed accordingly for the students for a successful and satisfactory life.

The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement

2020 ◽  
Vol 12 (3) ◽  
pp. 49-65
Author(s):  
Tami Seifert ◽  
Carla Har-Paz
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Self Regulation ◽  
The Self ◽  
School Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

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