The relationship between the big-five model of personality and self-regulated learning strategies.

By Temi Bidjerano, David Yun Dai. 2007

452 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7830513fd1ff85f184e239bc64f267906fdbe67e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle (2019, background): “For example, Openness has been shown to be positively associated with grades, learning motivation, and critical thinking (Bidjerano & Dai, 2007; O’Connor & Paunonen, 2007).”
Other-rated personality and academic performance: Evidence and implications (2014, background): “As a consequence, students who are higher on Conscientiousness make better use of self-regulation strategies such as time-management (Bidjerano & Dai, 2007), focusing on goals, making plans, and complying with rules (Roberts, Jackson, Fayard, Edmonds, & Meints, 2009), as part of a strategic…”
A meta-analysis of the five-factor model of personality and academic performance. (2009, background): “…and goal setting (Barrick, Mount, & Strauss, 1993), both of which contribute to academic success (Steel, 2007), as well as compliance with and concentration on homework (Trautwein, Ludtke, Schnyder, & Niggli, 2006) and learningrelated time management and effort regulation (Bidjerano & Dai, 2007).”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “Thus, extraversion may limit students’ capacity to regulate their effort devoted to academic tasks (Bidjerano & Dai, 2007).”
Too engaged? A conservation of resources view of the relationship between work engagement and work interference with family. (2009, result): “Consistent with this idea, in the context of student achievement, Bidjerano and Dai (2007) found that the relationship between conscientiousness and grade point average was mediated by effort regulation.”
Expectancy value interactions and academic achievement: Differential relationships with achievement measures (2019, background): “…school engagement (Wang & Eccles, 2013), which in turn can influence grading for three reasons: first, effort regulation and persistent studying have positive effects on the amount of learned materials, contributing to academic success (Bidjerano & Dai, 2007; Noftle & Robins, 2007; Steel, 2007).”
Conscientiousness and achievement motivation predict performance (2009, methodology): “Moderate associations reported between achievement motivation measures and GPA (rs range from .31 to .38) across time and samples (e.g. Bidjerano & Dai, 2007; Day et al., 2003; Hirschfeld et al., 2004; Nonis & Hudson, 2006; Nonis &Wright, 2003; Simons et al., 2004) are indicative of a fairly stable…”
The Big Five personality traits, goal orientations, and academic achievement (2017, background): “Bidjerano and Dai (2007) suggested that further research should investigate howpersonality traits predispose individuals to employ self-regulated learning.”
Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis (2018, background): “Extraversion, i.e., sociability, hampers students' focus (Bidjerano & Dai, 2007), and neuroticism, i.e., emotional instability, is associated with test anxiety, where both traits hinder performance (Poropat, 2009).”
Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, background): “As well, college students who are more conscientious also tend to report increased use of some learning strategies typical of SRL (Bidjerano and Dai 2007).”
A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement (2019, background): “It has been suggested that dispositional traits such as perseverance are likely to enact coherent, goal-directed, achievement striving behaviours that naturally promote learning and achievement (Poropat 2009), for example planning and using learning strategies (Bidjerano and Dai 2007).”