NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1119184
Record Type: Journal
Publication Date: 2016-Nov
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1475-7257
Students' Self-Reflections on Their Personality Scores Applied to the Processes of Learning and Achievement
Mcilroy, David; Todd, Valerie; Palmer-Conn, Sue; Poole, Karen
Psychology Learning and Teaching, v15 n3 p351-369 Nov 2016
Research on personality in the educational context has primarily focused on quantitative approaches, so this study used a mixed methods approach to capture the boarder aspects of students' learning processes. Goals were to ensure that student responses were reliable and normal (quantitative data), and to examine qualitative reflections on students' personality scores for breadth and depth in the context of learning and achievement. To facilitate these goals, undergraduate psychology students (N = 307) completed a 50-item version of a measure of the Five Factor Model in a seminar and subsequently wrote a personal evaluation of their scores with reference to academic achievement. Quantitative analysis demonstrated that the data were reliable and demonstrated individual differences. Qualitative analysis was clustered around six themes--five personality factors and students' reflections on their overall scores. Students overwhelmingly endorsed their scores on the measure by presenting their reflective experiential narrative. Moreover, they reflected on personal strengths and challenges as they set goals for educational development. This facilitated enhanced awareness of qualities that complement ability, support learning and enhance achievement. Other outcomes included enhanced self-awareness and self-presentation and awareness of the role of traits in educational, social and emotionality aspects of their student experience.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A