The relationship between personality, approach to learning and academic performance

By A. Duff, Elizabeth A. Boyle, K. Dunleavy, John Ferguson. 2004

462 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/649356991f5edc276ffbdf327261223b9981e151

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In Developmental and Educational Psychology

In Education

In Management of Technology and Innovation

Citations in the corpus

Exploring individual differences as determining factors in student academic achievement in higher education (2012, background): “(2004) do report positive correlations between academic achievement and both deep and strategic approaches, and a negative correlation between surface approach and academic achievement, but correlation coefficients were small and failed to reach statistical significance, with regression analysis su”
Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement (2007, background): “But SAL are not merely the result of contextual factors; they have also been described as more or less stable, cross‐situational learning orientations (Riding & Raynor, 1998 ) which are related to personality (Diseth, 2003 ; Duff, Boyle, Dunleavy, & Ferguson, 2004 ).”
The relationship between the big-five model of personality and self-regulated learning strategies. (2007, result): “The research involving the connection between Agreeableness, Extroversion and achievement has generated mixed and inconclusive results (Duff et al., 2004; Eysenck & Cookson, 1969).”
The good, the bad and the effective: a meta-analytic examination of selling orientation and customer orientation on sales performance (2014, background): “From this early work on learning and performance, learning theory has developed to show that one’s approach to learning is a specific personality construct, or subclass of personality and that a person’s learning orientation is connected to their personality (Furnham, Jackson, and Miller 1999; Duff ”
Factors influencing success in first-year accounting at a South African university: A comparison between lecturers’ assumptions and students’ perceptions (2009, result): “These perceived influences on success support the results put forth by Duff et al. (2004), who postulated approach to learning as a subset of personality and a determining factor in academic success.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…found that males scored higher on the surface approach than females (Berberoglu & Hei, 2003; Gijbels et al., 2005; Mattick et al., 2004; Tetik et al., 2009) but other studies found the reverse (Cantwell & Grayson, 2002; Duff, 2002; Duff et al., 2004; Furnham et al., 2007; Sadler-Smith, 1996).”
Determinants of International Students’ Academic Performance (2010, methodology): “Evidence can be seen in the research by Duff et al (2004), who investigated the relationship between personalities, the approach to learning and academic performance.”
Personality, approaches to learning and achievement (2010, background): “Duff et al. (2004) found that personality and learning approaches were poor predictors of academic performance.”