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PERSONALITY CHARACTERISTICS OF COUNSELING STUDENTS AT A - page 47 / 135

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such as Conscientiousness, to predict some of the variance in educational outcome

measures of various academic programs. The researchers concluded that the NEO PI-R

domains alone are too general to assign students to academic majors and that incremental

validity was only substantial at the facet level.

Noting that intelligence and motivation have been considered significant factors

in predicting academic success, Farsides and Woodfield (2003) examined the role of

personality traits using the short form of the NEO PI-R (NEO-FFI). The results of their

study indicated that individual differences in personality accounted for a very limited role

in predicting undergraduate academic success. Academic success of the students was

ascertained through formal assessment of the student in the required core classes and

classes of his or her major. As seminar attendance was found to be a significant factor in

the student’s final grade, Agreeableness was significant in predicting academic success as

students. It was suggested that students with low-Agreeableness are less likely to be

comfortable when compared to high-Agreeableness students with the social interaction

that are involved with seminars. Students with low-Agreeableness are also more tolerant

of missing seminars. Against their hypothesis, the Conscientiousness and Neuroticism

domains were not significant in predicting academic success. As Openness to Experience

and Agreeableness domains were related to academic success, the researchers indicate

that these two factors may be significant in the processes by which personality

contributes to academic success. It was discovered that Openness to Experience

remained significant even after controlling for intelligence. Results of this study showed

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