Students’ personality contributes more to academic performance than well-being and learning approach: implications for sustainable development and education

• Paulo Moreira ^[1] ; Susana Pedras ^[2] ; Paula Pombo ^[1]
  1. [1] Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada-Norte
  2. [2] Centro de Investigação em Psicologia para o Desenvolvimento, Universidade Lusíada-Norte
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 10, Nº. 4, 2020 (Ejemplar dedicado a: Sociodemographic characteristics and stress of people from Spain confined by COVID-19), págs. 1132-1149
• Idioma: inglés
• DOI: 10.3390/ejihpe10040079
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Resumen

  • The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development.

• Referencias bibliográficas
  • Almlund, M.; Duckworth, A.L.; Heckman, J.J.; Kautz, T. Personality psychology and economics. In Handbook of the Economics of Education; Elsevier:...
  • Andersen, S.C.; Gensowski, M.; Ludeke, S.G.; John, O.P. A stable relationship between personality and academic performance from childhood...
  • Poropat, A.E. A meta-analysis of the five-factor model of personality and academic performance. Psychol. Bull. 2009, 135, 322–338.
  • Trapmann, S.; Hell, B.; Hirn, J.O.W.; Schuler, H. Metaanalysis of the relationship between the Big Five and academic success at university....
  • Vedel, A. The Big Five and tertiary academic performance: A systematic review and meta-analysis. Personal. Individ. Differ. 2014, 71, 66–76.
  • Booker, C.L.; Kelly, Y.J.; Sacker, A. Gender differences in the associations between age trends of social media interaction and well-being...
  • Inchley, J.; Currie, D.; Young, T.; Samdal, O.; Torsheim, T.; Augustson, L.; Barnekow, V. Growing up Unequal Gender and Socioeconomic Differences...
  • Eccles, J.S.; Wigfield, A. From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural...
  • Cervone, D. The architecture of personality. Psychol. Rev. 2004, 111, 183–204.
  • Cervone, D. Personality architecture: Within-person structures and processes. Annu. Rev. Psychol. 2005, 56, 423–452.
  • Cloninger, C.R. Feeling Good: The Science of Well-Being; Oxford University Press: New York, NY, USA, 2004.
  • Cloninger, C.R.; Svrakic, D.M.; Przybeck, T.R. A psychobiological model of temperament and character. Arch. Gen. Psychiatry 1993, 50, 975–990.
  • Zwir, I.; Del-Val, C.; Arnedo, J.; Pulkki-Råback, L.; Konte, B.; Yang, S.; Cloninger, R. Three genetic–environmental networks for human personality....
  • Zwir, I.; Arnedo, J.; Del-Val, C.; Pulkki-Råback, L.; Konte, B.; Yang, S.S.; Romero-Zaliz, R.; Hintsanen, M.; Cloninger, K.M.; Garcia, D.;...
  • Cloninger, C.R. On well-being: Current research trends and future directions. Mens Sana Monogr. 2008, 6, 3–9.
  • Pérez, E.J.P.; Arroyo, A.O.; Garcia, C.P. El carácter como predictor de trastornos de la personalidad en adictos: La tipología caracterial...
  • Boyle, G.J. Critique of the five-factor model of personality. In The Sage Handbook of Personality Theory and Assessment: Personality Theories...
  • Veselka, L.; Schermer, J.A.; Vernon, P.A. The dark triad and an expanded framework of personality. Personal. Individ. Differ. 2012, 53, 417–425....
  • Chamorro-premuzic, T.; Furnham, A. Mainly openness: The relationship between the big five personality traits and learning approaches. Learn....
  • Rosander, P.; Bäckström, M. The unique contribution of learning approaches to academic performance, after controlling for IQ and personality:...
  • Cloninger, C.R. Personality as a dynamic psychobiological system. In Dimensional Models of Personality Disorders: Refining the Research Agenda...
  • Cloninger, C.R. The psychobiological theory of temperament and character: Comment on Farmer and Goldberg. Psychol. Assess. 2008, 20, 292–299.
  • Moreira, P.A.S.; Inman, R.A.; Rosa, I.; Cloninger, K.; Duarte, A.; Cloninger, C.R. The psychobiological model of personality and its association...
  • Zohar, A.H.; Zwir, I.; Wang, J.; Cloninger, C.R.; Anokhin, A.P. The development of temperament and character during adolescence: The processes...
  • Biggs, J. Student motivation and study strategies in university and college of advanced education populations. High. Educ. Res. Dev. 1982,...
  • Biggs, J. The role of meta-learning in study processes. Br. J. Educ. Psychol. 1985, 55, 185–212.
  • Duarte, A.M. Conceptions of learning and approaches to learning in Portuguese students. High. Educ. 2007, 54, 781–794.
  • Marton, F.; Saljo, R. On qualitative differences in learning: I—Outcome and Process. Br. J. Educ. Psychol. 1976, 46, 4–11.
  • Marton, F.; Saljo, R. Learning Processes and Strategies: II—On qualitative differences in learning II. Outcome as a function of the learners’...
  • Duarte, A.M. Learning, Teaching and Educational Counseling: A Cognitive-Motivational Perspective; Porto Editora: Porto, Portugal, 2002.
  • Moreira, P.; Dias, P.C.; Pettrachi, P.; Vaz, F.; Duarte, A. Psychometric characteristics of the inventory of learning processes in secondary...
  • Kember, D.; Biggs, J.; Leung, D.Y.P. Examining the multidimensionality of approaches to learning through the development of a revised version...
  • Dinsmore, D.L.; Alexander, P.A. A critical discussion of deep and surface processing: What it means, how it is measured, the role of context,...
  • Dolmans, D.; Loyens, S.; Marcq, H.; Gijbels, D. Deep and surface learning in problem-based learning: A review of the literature. Adv. Health...
  • Loyens, S.M.M.; Gijbels, D.; Coertjens, L.; Coté, D. Students’ approaches to learning in problem-based learning: Taking into account students’...
  • Diseth, A. Personality and approaches to learning as predictors of academic achievement. Eur. J. Personal. 2003, 17, 143–155.
  • Diseth, A. Personality as an indirect predictor of academic achievement via student course experience and approach to learning. Soc. Behav....
  • Richardson, M.; Abraham, C.; Bond, R. Psychological correlates of university students’ academic performance: A systematic review and meta-analysis....
  • Watkins, D. Correlates of approaches to learning: A cross-cultural meta-analysis. In Perspectives on Thinking, Learning, and Cognitive Styles;...
  • Duff, A.; Boyle, E.; Dunleavy, K.; Ferguson, J. The relationship between personality, approach to learning and academic performance. Personal....
  • Lucas, U.; Mayer, H.F. Towards a mapping of the student world: The identification of variation in students’ conceptions of and motivation...
  • Chen, C.; Zhang, L.F. Temperament, personality and achievement goals among Chinese adolescent students. Educ. Psychol. 2011, 31, 339–359.
  • Komarraju, M.; Karau, S.J.; Schmeck, R.R.; Avdic, A. The big five personality traits, learning styles, and academic achievement. Personal....
  • Cloninger, C.R.; Zohar, A.H. Personality and the perception of health and happiness. J. Affect. Disord. 2011, 128, 24–32.
  • Josefsson, K.; Cloninger, C.R.; Hintsanen, M.; Jokela, M.; Pulkki-Raback, L.; Keltikangas-Järvinen, L. Associations of personality profiles...
  • Pyhalto, K.; Soini, T.; Pietarinen, J. Pupils’ pedagogical well-being in comprehensive school: Significant positive and negative school experiences...
  • Ainley, M.; Ainley, J. Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest...
  • Elmore, G.M.; Huebner, E.S. Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships,...
  • Lewis, A.D.; Huebner, E.S.; Malone, P.S.; Valois, R.F. Life Satisfaction and Student Engagement in Adolescents. J. Youth Adolesc. 2011, 40,...
  • Berger, C.; Alcalay, L.; Torretti, A.; Milici, N. Socio-emotional wellbeing and academic achievement: Evidence from a multilevel approach....
  • Steinmayr, R.; Crede, J.; McElvany, N.; Wirthwein, L. Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects....
  • Carver, C.S.; Scheier, M.F.; Segerstrom, S.C. Optimism. Clin. Psychol. Rev. 2010, 30, 879–889.
  • Antaramian, S.P.; Huebner, E.S.; Hills, K.J.; Valois, R.F. A dual-factor model of mental health: Toward a more comprehensive understanding...
  • Gilman, R.; Huebner, E.S. Characteristics of Adolescents Who Report Very High Life Satisfaction. J. Youth Adolesc. 2006, 35, 311–319.
  • Suldo, S.M.; Huebner, E.S. Does life satisfaction moderate the effects of stressful life events on psychopathological behavior during adolescence?...
  • Garcia, D.; Moradi, S. Adolescents’ temperament and character: A longitudinal study on happiness. J. Happiness Stud. 2011, 13, 931–946.
  • Garcia, D. Two models of personality and well-being among adolescents. Personal. Individ. Differ. 2011, 50, 1208–1212.
  • Cordeiro, P.M.G.; Willy, L.; Birrada, M.G. The place of motivational variables in the instruction and learning process: The theory of achievement...
  • Spada, M.M.; Moneta, G.B. A metacognitive-motivational model of surface approach to studying. Educ. Psychol. 2012, 32, 45–62.
  • Rosa, I.; Moreira, P. Personality, Patterns and Approaches to Learning and Academic Performance in Adolescents. Master’s Thesis, Universidade...
  • Dan, Y.; Todd, R. Examining the mediating effect of learning strategies on the relationship between students’ history interest and achievement....
  • Biggs, J. Student Approaches to Learning and Studying; ACER: Melbourne, VIC, Australia, 1987.
  • Luby, J.L.; Svrakic, D.M.; McCallum, K.; Przybeck, T.R.; Cloninger, C.R. The junior temperament and character inventory: Preliminary validation...
  • Moreira, P.; Oliveira, J.T.; Cloninger, K.M.; Azevedo, C.; Sousa, A.; Castro, J.; Cloninger, C.R. The psychometrics and validity of the junior...
  • Erhart, M.; Ottova, V.; Gaspar, T.; Jericek, H.; Schnohr, C.; Alikasifoglu, M.; Morgan, A.; Ravens-Sieberer, U. Measuring mental health and...
  • Matos, M.G.; Gaspar, T.; Simões, C. Health-related quality of life in Portuguese children and adolescents. Psicol. Reflexão Crítica 2012,...
  • Huebner, E.S.; Antaramian, S.P.; Hills, K.J.; Lewis, A.D.; Saha, R. Stability and Predictive Validity of the Brief Multidimensional Students’...
  • Moreira, P.; Cloninger, C.R.; Dinis, L.; Sã¡, L.; Oliveira, J.T.; Dias, A.; Oliveira, J. Personality and well-being in adolescents. Front....
  • Gaspar, T.; Ribeiro, J.L.; Matos, M.G.; Leal, I.; Ferreira, A. Psychometric properties of a brief version of the Escala de Satisfação com...
  • Watson, D.; Clark, L.A.; Tellegen, A. Development and validation of brief measures of positive and negative affect: The PANAS scales. J. Personal....
  • Galinha, I.C.; Pais-Ribeiro, J. Contribution to the study of the Portuguese version of the positive and negative affect schedule (PANAS):...
  • Mousavi, F.; Rózsa, S.; Nilsson, T.; Archer, T.; Anckarsäter, H.; Garcia, D. Personality and intelligence: Persistence, not self-directedness,...
  • Von Stumm, S.; Ackerman, P.L. Investment and intellect: A review and meta-analysis. Psychol. Bull. 2013, 139, 841–869.
  • Garcia, D.; Kerekes, N.; Archer, T. A will and a proper way leading to happiness: Self-directedness mediates the effect of persistence on...
  • Bücker, S.; Nuraydin, S.; Simonsmeier, B.A.; Schneider, M.; Luhmann, M. Subjective wellbeing and academic achievement: A meta-analysis. J....
  • Sass, D.A.; Schmitt, T.A. A Comparative Investigation of Rotation Criteria within Exploratory Factor Analysis. Multivar. Behav. Res. 2010,...
  • Ramos-Díaz, E.; Rodríguez-Fernández, A.; Revuelta, L.; Axpe, I. El rol mediador de la implicación escolar sobre el apoyo del profesorado y...
  • Cloninger, C.R.; Cloninger, K.M. Person-centered Therapeutics. Int. J. Pers. Centered Med. 2011, 1, 43–52.
  • Argos, J.; Ezquerra, P.; Osoro, J.M.; Salvador, L.; Castro, A. La evaluación de los aprendizajes de los estudiantes en el marco del Espacio...
  • Moreira, P.A.S.; Inman, R.A.; Cloninger, K.; Cloninger, C.R. Student engagement with school and personality: A biopsychosocial and person-centered...
  • Dowling, K.; Barry, M.M. The Effects of Implementation Quality of a School-Based Social and Emotional Well-Being Program on Students’ Outcomes....
  • Moreira, P.A.S. The Youth Engagement with Global Sustainability Inventory (YEGSI): Development and validity-based studies. Psyecology 2020,...
  • Moreira, P.A.S.; Ramalho, S.; Inman, R. The Engagement/Disengagement in Sustainable Development Inventory (EDISDI): Psychometric properties...
  • Moreira, P.A.S.; Garcia, D. Person-centered schools. In Personality and Brain Disorders: Associations and Interventions; Garcia, D., Archer,...