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ERIC Number: EJ1157862
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1927-2677
An Investigation of Big Five and Narrow Personality Traits in Relation to Learner Self-Direction in Undergraduate Students
Kirwan, Jeral
Journal of Curriculum and Teaching, v3 n1 p74-85 2014
Self-direction in learning is a major topic in the field of adult learning. There has been extensive coverage of the topic by theorists, researchers, and practitioners. However, there have been few studies which look at learner self-direction specifically as a personality trait. The present study addresses the relationship between learner self-direction and other personality traits of college students when the traits represented by the five-factor model of personality (Digman, 1990) are differentiated from narrow personality traits. Archival data were used from an undergraduate sample at a large Southeastern U.S. university (sample size = 1981). Correlation and multiple regression analyses were used in examining the unique individual relationship between Big Five and narrow personality traits and learner self-direction. Analysis of the data revealed five significant part correlations between specific traits and learner self-direction. The part correlations for Work Drive (0.30), Openness 0(.19), and Optimism (0.12) were significantly higher than all other part correlations. Neither Conscientiousness nor Agreeableness had significant part correlations despite having significant zero-order correlations with learner self-direction. Extraversion did not have a significant zero-order correlation with learner self-direction but the part correlation was significant. Results were discussed in terms of the predictive relationship between personality variables and learner self-direction. Study implications, some limitations, and possible directions for future research were noted.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A