Scholarly Research Journal for Humanity Science & English Language , Online ISSN 2348-3083, SJ IMPACT FACTOR 2016 = 4.44, www.srjis.com UGC Approved Sr. No.48612, OCT- NOV 2017, VOL- 4/24 https://doi.org/10.21922/srjhsel.v4i24.10415
PERSONALITY AND LEARNING STYLE: EVIDENCE FOR BIG FIVE TRAITS Keka Varadwaj Lecturer in Psychology, BankiCollege, (Autonomous), Banki, Cuttack, Odisha, India
The study examined the relationships between Big Five traits and learning styles of college students. Participants were 360 undergraduate students who completed the NEO-FF) and the Inventory of Learning Processes (ILP). While FFI measured the Big Five personality traits, the ILP measured student’s adoption of the four learning styles; Synthesis-analysis and Elaborative processing for reflective learning, and Methodical study and Fact retention for agentic learning. The data were analyzed by correlation and multiple regressions. The findings of the study were: (i) conscientiousness was positively and neuroticism was negatively associated with all four learning styles; (ii) both agreeableness and openness were positively associated with reflective learning styles; and (iii) extraversion is associated positively only with elaborative processing. The results of multiple regression analyses showed that respectively 37%, 26%, 35% and 9% of the variances of Synthesisanalysis, Elaborative processing, Methodical study and Fact retention were explained by the Big Five traits. The findings of study have implications for teachers in planning their instructions to the appropriateness of students’ personality trait. Keywords: Big Five Traits, Reflective learning style, Agentic learning style
Scholarly Research Journal's is licensed Based on a work at www.srjis.com Introduction The Big Five framework of personality (Costa and McCrae, 1992) has emerged as a robust model for understanding the relationship between personality traits and various kinds of behaviors.Poropat(2009) reported that academic behavior of students was also no exclusion to this model.Farsides andWoodfield (2003) on the basis of the results obtained from a large group of college students (N=1320) reported that:(i) the level Conscientiousness trait in students wassignificantly correlated with their disciplined, organized, and achievement-oriented behavior; (ii)Students higher in Neuroticism were found as emotionally unstable lacking in impulse control and are prone to anxiety symptoms; (iii) Extraversion among college studentswas displayed through a higher degree of sociability, assertiveness, and talkativeness; (iv)Openness among them was reflected in their strong intellectual curiosity and a preference for novelty and variety; and (v) finally, agreeableness among the students resulted in being helpful, cooperative, and sympathetic towards others. They also proposed that these behavioral differences among the students arising from the Big Five traits change their attitudes towards academic behavior. They observed that these personality traits Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies