Personality and approaches to learning as predictors of academic achievement

By Å. Diseth. 2003

283 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2ed978fc544413e82ac548cceeda242214ec5caf

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Factors affecting bioscience students’ academic achievement (2012, background): “Several studies have shown a relationship between approaches to learning and study success (Diseth 2003; Watters and Watters 2007).”
Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement (2007, background): “Furthermore, the relationship between SAL and academic achievement is well documented (Entwistle, Tait, & McCune, 2000; Diseth, 2003), but there is a lack of research on the relative contribution of evaluation-perception as a predictor of academic outcomes (Stringer & Irwing, 1998).”
Student perspectives on how different elements of constructive alignment support active learning (2021, result): “However, findings are contradictory, as several studies did not reveal relationships between the deep approach and academic achievement (Diseth, 2003, 2007a, 2007b; Gijbels et al., 2005; Rytkönen et al., 2012).”
Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents (2016, background): “Previous research demonstrated interactions between personality traits and approaches to learning regarding academic achievement (Diseth, 2003).”
Acquaintance reports of personality and academic achievement: A case for conscientiousness ☆ (2007, background): “…factors; Rothstein, Paunonen, Rush, and King (1994) found that the Big Five factors failed to signiWcantly predict academic performance criteria among a sample of MBA students; Allik and Realo (1997) and Diseth (2003) found most of the valid variance in achievement to be unrelated to personality.”
Personality, approaches to learning and achievement (2010, background): “…the expectation that the deep approach to studying and learning facilitates high-quality learning, some studies, however, indicate that a deep approach does not necessarily correlate with good course grades (Busato, Prins, Elshout, & Hamaker, 2000; Diseth, 2003; Entwistle, Tait, & McCune, 2000).”
Humble Beginnings: Current Trends, State Perspectives, and Hallmarks of Humility (2013, background): “…for example, taking a “deep” approach (i.e., seeking to fully understand the material) that is driven by intrinsic motivation is associated with better academic performance than taking a “surface” approach (i.e., rote memorization of facts) that may be motivated by a fear of failure (Diseth, 2003).”
Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies (2010, background): “These multiple causal relations are also consistent with the fact that SAL may be both variable and consistent (Ramsden 1988), as approaches to learning are a function of individual student characteristics, such as personality (Diseth 2003) and the learning context (Biggs 2001; Newble and Hejka 1991”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…Groves (2005) and Herington and Weaven (2008) Arteche et al. (2009), Chamorro-Premuzic et al. (2007), Chamorro-Premuzic and Furnham (2008, 2009), Diseth (2003), Duff et al. (2004), Furnham et al. (2008), Swanberg and Martinsen (2010) and Zhang (2003) Social style Herington and Weaven (2008)…”
Learning Styles, Personality Types and Reading Comprehension Performance. (2012, background): “In fact, studies have implied that learning styles may have mediator/moderator effects between personality and learning achievements (Blickle, 1996; Diseth, 2003).”
Meta-Analysis of the Relationship Between the Big Five and Academic Success at University (2007, background): “….06 .35 Neuroticism Extraversion Openness Agreeableness Conscientiousness GPA 397 23.4 100.0 Multiple majors Main study period –.04 –.02 –.10 .00 .22 Diseth (2003) Norway Neuroticism Extraversion Openness Agreeableness Conscientiousness #Individual score 127 21.4 77.0 Psychology Basic study…”