Personality Traits and Academic Achievement among College Students

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Dr. Shashi Kala Singh
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Personality Traits ◽  
Low Achievers ◽  
High Achievers ◽  
Personality Factor ◽  
Personality Profile ◽  
High Achiever ◽  
Significant Difference ◽  
Test Result

This study aims to determine the significant difference between high and low achievers on 16 personality traits factors. Among a sample of 200 adolescents (100 high achiever and 100 low achiever) studying in B.A part-I were selected by stratified random technique from different colleges located in Ranchi. 16 personality factor questionnaires were administered to measure the dimensions of personality traits of both the groups. Data was analyzed by using means, standard deviations and t test. Result revealed that high achievers had unique personality profile than low achievers.

Use of the Mmpi Underachievement Scale as an Aid in Counseling Academic Low Achievers in College

1973 ◽  
Vol 32 (1) ◽  
pp. 151-157 ◽  
Author(s):  
Gary S. Felton
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Early Detection ◽  
Low Achievers ◽  
High Achievers ◽  
Low Achievement ◽  
Achievement Level ◽  
High Achieving ◽  
College Dropouts

47 high-achieving college students and 47 college dropouts were compared on the 24-item MMPI Underachievement Scale. The high achievers' mean score of 8.00 differed significantly ( p < .001) from the low achievers' mean score of 13.44. Probabilities of academic achievement level and score on the Underachievement Scale suggest that the scale may be useful in early detection of academic low achievement.

scholarly journals Formation Of Self-Concept Of Early Adolescent Boys And Girls As A Function Of Academic Achievement And Parental Profession

1970 ◽  
Vol 6 ◽  
pp. 97-103
Author(s):  
Shahuria Enam ◽  
Md Shariful Islam ◽  
Kazi Imrul Kayesh
Keyword(s):  
Academic Achievement ◽  
Empirical Investigation ◽  
Low Achievers ◽  
High Achievers ◽  
Self Concept ◽  
Early Adolescent ◽  
Adolescent Boys ◽  
High Achiever ◽  
Service Business ◽  
Rajshahi City

The study conducted an empirical investigation on self-concept as related to gender, parental profession and academic achievement among early-adolescent boys and girls in various institutions of Rajshahi city. A total of 160 respondents constituted the sample of the study. A 2×2×2 factorial design involving two levels of gender (boy/girl), two levels of parental profession (service/business) and two levels of academic achievement (high achiever/low achiever) were used. The results showed significantly higher self-concept of girls than boys. In case of academic achievement high achievers expressed significantly more positive self-concept than low achievers. In case of parental service, high achiever boys and high achiever girls expressed significantly more positive self-concept followed by their counterpart low achievers. In case of parental business, it was found that high achiever girls expressed significantly more positive self-concept than low achiever girls. However no significant mean difference was obtained between high achiever boys and low achiever boys in case of parental business. Thus, self-concept of young children was found to be determined by gender, parental profession and academic achievement during early adolescent stage. DOI: http://dx.doi.org/10.3329/jles.v6i0.9728 JLES 2011 6: 97-103

scholarly journals STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION

2019 ◽  
Vol 10 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Rooselyna Ekawati ◽  
Ahmad Wachidul Kohar ◽  
Elly Matul Imah ◽  
Siti Maghfirotun Amin ◽  
Shofan Fiangga
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Low Achievers ◽  
High Achievers ◽  
Seventh Graders ◽  
Test Results ◽  
Area Formula ◽  
High Achiever ◽  
Cyclic Processes

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.

scholarly journals The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran

2015 ◽  
Vol 1 (2) ◽  
pp. 108
Author(s):  
Olyvia Revalita Candraloka
Keyword(s):  
High School ◽  
Teaching Strategy ◽  
Low Achievers ◽  
High Achievers ◽  
Vocational High School ◽  
Tenth Graders ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Difference ◽  
Clarification Request

The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast

scholarly journals Relationship between Self Concepts and Students' Academic Achievements in Selected Medical Colleges

2014 ◽  
Vol 2 (1) ◽  
pp. 10-13
Author(s):  
Md Humayun Kabir Talukder ◽  
Shahana Parvin
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
High Achievers ◽  
Self Concept ◽  
Dominant Dimension ◽  
Achievement Data ◽  
Significant Difference ◽  
The Relationship ◽  
Pearson Correlations ◽  
Medical Colleges

This cross - sectional descriptive study was conducted to explore the relationship of medical students' self-concept with their academic achievement. The study population was preclinical second year medical students. Study was carried out at one government and one non-government medical colleges in Dhaka. Sample size was 254 and sampling technique was purposive. The three dimensions of self concept: personal, family and social self-concept of medical students were assessed through 45- items questionnaire, which was answered on a five-point Likert scale. Data was collected by self administered structured questionnaire with Bengali version. Academic achievement data were measured by two term examinations marks of three subjects (Anatomy, Physiology & Biochemistry) based on written and oral examinations. Simple statistical tests were used to analyze the dominant dimension of student's self-concept. Inferential statistic such as ttest was used to analyze the difference between the self-concept and gender. Pearson correlations were used analyze the relationship between self-concept of students with their academic achievement. The participant's age ranged from 17 - 23 years with a mean of 19.8 and a standard deviation of 0.93. Among the respondents 47% were male and 53% were females. In term-I and term-II exams majority (66.9% and 66.1%) student were high achievers. The research finding showed that the dominant dimension of self concept was family self-concept (mean value was 53.73). Beside that, t-test analysis showed that there was significant difference between dimension of self-concept of students according to gender (p= 0.03, p= 0.02). Pearson correlations analysis showed that there was positive correlation between dimensions of self-concept with student's academic achievement. Study recommended to increase the student's self-concept in order to enhance their academic achievement. DOI: http://dx.doi.org/10.3329/bjme.v2i1.18131 Bangladesh Journal of Medical Education Vol.2(1) 2011: 10-13

scholarly journals College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy

2021 ◽  
Vol 8 (1) ◽  
pp. 4-23
Author(s):  
Esther C. Penzar ◽  
Munyi Shea ◽  
Cher N. Edwards
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Specific Domain ◽  
College Going ◽  
Significant Difference ◽  
First Generation College ◽  
Trait Hope ◽  
And Gender ◽  
Academic Self Efficacy

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

scholarly journals Role of Study Habits in Academic Achievement: A Study of University Students in Punjab (Pakistan)

2018 ◽  
Vol III (IV) ◽  
pp. 441-455
Author(s):  
Tehsin Ehsan ◽  
Naveed Sultana ◽  
Muhammad Shah
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Low Achievers ◽  
Study Habits ◽  
Reliability Coefficient ◽  
High Achievers ◽  
Survey Study ◽  
Positive Role ◽  
University Level

The current study was designed to predict the role of study habits in academic achievement and to identify the study patterns and environment for studying high, average and low achievers at University level. This was a survey study based on data from 1334 students from government universities of Punjab include the same departments. Students were chosen proportionately, according to the existed total number of the students in the department. Data was collected through a self-developed questionnaire. Semester GPAs were taken to divide students in. high, average, and low achievers. The reliability coefficient of the study habits questionnaire was .866. The findings revealed that all university students like to study silently but the percentage of high achievers is comparatively elevated in this pattern. Results showed that study habits play a positive role in the improvement of academic results in university scholars in Punjab.

MINI-MAX MODEL OF MOTIVATION: AN INITIAL PRESENTATION

2007 ◽  
Vol 35 (8) ◽  
pp. 1139-1148 ◽  
Author(s):  
Darhl M. Pedersen
Keyword(s):  
College Students ◽  
Critical Point ◽  
Cost Benefit ◽  
Cost Effective ◽  
Low Achievers ◽  
Initial Presentation ◽  
High Achievers ◽  
Performance Curve ◽  
Class Session ◽  
Motivational Model

A cost/benefit motivational model is presented based on the discrepancy between a benefits equals costs line and a negatively accelerated performance curve. The model posits that people attempt to maximize benefits while minimizing costs and that the critical point is where the lines cross. Performance increments beyond that point are seen as not cost effective. It was proposed that high achievers expend additional effort in spite of a lower benefits to costs ratio, whereas low achievers do not. In an application of the model, 119 college students (47 men and 72 women) were studied. Those who remained in a 2.5 hour long class session following an examination administered in the first 45 minutes had significantly higher achievement in the course than did those who left.

scholarly journals Relationship between Emotional Intelligence and the Academic Achievement among College Students

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Pavithra Raj ◽  
Dr. V. Chandramohan ◽  
Pavithra Raj
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Research ◽  
Intelligence Scale ◽  
Self Recognition ◽  
Significant Difference ◽  
Emotionally Intelligent

Emotional Intelligence (EI) is considered as a successful predictor of academic achievement. Researchers have claimed that EI predicts success in schools/colleges/universities. The present study is an attempt in this direction. Three hundred Post-graduate girl Psychology students, studying at Indian Institute of Psychological Research, Bangalore, constituted as a sample for the present study. The students were administered with Emotional Intelligence Scale to measure their EI. EI score were compared with final semester examination marks. EI in its five domains such as Self-recognition, Self-regulation, Self-motivation, Empathy and Handling relations was positively associated with academic achievement. Over all EI score showed that 23% of the students were emotionally intelligent and excellent on academic achievement. Students, who were high on EI, were academically excellent. Results clearly indicated that there is a significant difference (P > 0.0001) existing between the EI and academic achievement among college students. EI played a major role in promoting academic achievement among college students. Also, the study has brought out the fact that the emotional well being could be emphasized on academic achievement

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