Student evaluations of teaching: effects of the Big Five personality traits,grades and the validity hypothesis

The purpose of the current study was to examine whether the Big Five personality traits and expected student grades relate to student evaluations of teachers and courses at the college level. Extraversion, openness, agreeableness and conscientiousness were found to be personality traits favoured in instructors, whereas neuroticism was not. A significant correlation was found between the students’ expected grades in the course and student evaluations of the course, but not the evaluations of the instructor. When the effect of students’ perceived amount of learning was taken into account, no significant effect of grades was found on teacher ratings. Personality explained variance in teacher and course evaluations over and above grades and perceived learning.     

Little more than personality: Dispositional determinants of test anxiety (the Big Five, core self-evaluations, and self-assessed intelligence)

This study attempted a hierarchical integration of several dispositional determinants of test anxiety (TA) [Sarason, I.G. (1984). Stress, anxiety and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929–938.], namely the Big Five personality traits [Costa, P.T. Jr., & McCrae, R.R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI): Professional manual. Odessa: Psychological Assessment Resources.], core self-evaluations (CSE) [Judge, T.A., Erez, A., Bono, J.E., & Thoreson, C.J. (2003). The Core Self-Evaluation Scale: Development of a measure. Personnel psychology, 56, 303–331.], and self-assessed intelligence (SAI) [Furnham, A. (2001). Self-estimates of intelligence: Culture and gender difference in self and other estimates of both general (g) and multiple intelligences. Personality and Individual Differences, 31, 1381–1405.] in a sample of 388 US and UK university students. Structural equation models showed that TA was largely a function of Neuroticism, and that CSE and SAI do not contribute to the prediction of TA over established personality traits. Furthermore, the relationship between CSE and TA was fully accounted for by personality traits, whereas SAI was not a significant predictor of TA. The results undermine the notion that self-beliefs affect TA and suggest that wider dispositions play a salient role determining individual differences in TA. Theoretical and applied implications are discussed, particularly in regards to educational settings.     

罗夏墨迹测验和大五人格问卷

罗夏墨迹测验和大五人格问卷都属于人格测验的一种,这两种人格测量工具在理论基础、测量工具、施测过程、信效度方面存在着差异。既然它们都属于人格测验,肯定有一定的联系,这个联系存在于两个方面:一是罗夏墨迹测验和大五人格问卷在测量人格的维度上有联系;二是罗夏墨迹测验和大五人格问卷都是人格测验,都测量了人格的特质,但是两者测量的人格特质是属于不同的水平。     

大五人格理论发展的新趋势:一个潜在的两大维度结构

研究者一致发现大五特质之间存有联系,提出人格特质存在一个潜在的两大维度结构。回顾不同研究者关于这两类因子的阐述,并对人格两大维度结构存在的合理性做一定的探讨,说明人格两大维度结构可能是大五人格理论发展的新趋势。     

浅析大五人格特质和社会群体地位的关系

个体的人格特质和他在社会群体中的地位存在一定的关系。人格大五的每一维度在个体获得社会地位中的作用不同。外倾性对个体的地位获得有很好的预测作用 ,而神经质则不利于个体获得社会地位 ;宜人性和社会地位之间的关系 ,目前尚无定论。在非正式社会群体中 ,个体的责任心、开放性和社会地位获得没有关系。     

Measuring learning: discrepancies between conceptions of and approaches to learning

This study is framed under the student approaches to learning tradition. The aim was to identify convergence in quantitative and qualitative responses of individuals when measuring their conceptions of and approaches to learning with a mixed methods design. A sample of 1110 Spanish Master’s level teacher education students completed a scale on approaches to learning (R-SPQ-2F), and a randomly selected subsample of 111 answered an open-ended question on how they learned. Overall, the qualitative and quantitative data did not support each other, as inventory responses showed a clear predominance of a deep, non-surface approach to learning, whereas qualitative answers reflected a tendency towards lower-order conceptions of learning. Inconsistencies in the results suggest future research ought to use a combination of techniques when exploring constructs such as learning should they wish to draw valid conclusions.     

“大五”人格模型及其应用介绍

“大五”人格模型是近年来得到普遍认同的一个模型,它对于人们的职业选择和工作绩效都有重要的指导意义.本文在介绍“大五”人格模型的基础上,着重探讨了“大五”人格的各个纬度对人们职业选择和工作绩效的影响,并探讨了“大五”的各个纬度之间的交互作用.     

论“大五”人格模型与人才测评的关系及其对大学生人格培养的启示

当代新型人格特质论——“大五”模型是目前比较完善且有价值的人格观点,它对于人才选拔具有重要的指导意义。针对当前大学生存在的人格不足及社会对人才的要求,应引导大学生以“大五”模型为依据,养成健全人格,最大限度发挥自己的潜能,实现自我价值。     

"中国人人格"的心理学研究及其测量

人格是人们在适应环境的过程中所表现出来的一种稳定的行为模式或倾向性,其形成与发展既有来自遗传的因素,也受到后天环境的影响。按照人格的特质分类研究,王登峰等人得出了中国人“大七”人格结构,并编制了中国人人格量表(QZPS)。人格研究中国化应当成为我国人格心理学研究的方向。     

贫困大学生大五人格与心理健康的关系研究

探讨贫困大学生大五人格与心理健康的关系。对452名贫困大学生进行了问卷调查,结果表明:不同类型贫困大学生在大五人格各因素上和心理健康水平均存在显著差异(F<0.01);人格特征对心理健康有重要影响,外倾性、宜人性与心理健康呈负相关,神经质与心理健康呈正相关,并且大部分指标相关显著,而责任心和开放性与心理健康相关不显著。     

University teacher approaches to design and teaching and concepts of learning technologies

This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies.     

Cognitive ability,learning approaches and personality correlates of general knowledge

The relationship between general knowledge (GK) and cognitive ability (IQ and abstract reasoning), learning approaches, and personality (‘big five’ traits and typical intellectual engagement) was investigated in a sample of 101 British undergraduates. As predicted, GK was positively correlated with cognitive ability (more so with IQ than with abstract reasoning), typical intellectual engagement, and openness to experience. A hierarchical regression showed that IQ was the strongest predictor of GK, explaining 26% of GK variance. However, openness (15%) added incremental validity to the variance explained. These results are discussed in relation to previous findings in the field of GK and the personality–intelligence interface.     

Emergent interactions: rethinking the relationship between teaching and learning

The relationship between teaching and learning is represented in contemporary higher education research which has looked at the correlations between students’ approaches to learning and teachers’ approaches to teaching. This article proposes a rethinking of this relationship, building on a critical realist perspective. Here, the teaching–learning interaction is argued to be emergent from the activities of teaching and of learning, and it is this emergent property which provides the explanatory mechanism for the relationship between them. Support for this position is located in recent work by Paul Ashwin and also in the sociology of Margaret Archer.     

Making sense of learner and learning Big Data: reviewing five years of Data Wrangling at the Open University UK

Most distance learning institutions collect vast amounts of learning data. Making sense of this ‘Big Data’ can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret complex patterns of data. As a leading institute on learning analytics, the Open University UK instigated in 2012 a Data Wrangling initiative. This provided every Faculty with a dedicated academic with expertise data analysis and whose task is to provide strategic, pedagogical and sense-making advice to staff and senior management. Given substantial changes within the OU (e.g. new Faculty structure, real-time dashboards, two large-scale adoptions of predictive analytics approaches, increased reliance on analytics), this embedded case study provides an in-depth review of lessons learned of five years of data wrangling. We will elaborate on the design of the new structure, its strengths and potential weaknesses, and affordances to be adopted by other institutions.     

An investigation of the construct validity of the personality trait of self-directed learning

Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism, Career-Decidedness, Work Drive, and Self-Actualization), vocational interests (Realistic, Investigative, Artistic, and Conventional, as well as Science, Medicine, and Mathematics), cognitive aptitudes, and life as well as college satisfaction. Based on an additional sample of 4125 college students, a confirmatory factor analysis was used to verify a single factor structure for our 10-item measure of self-directed learning. Results were discussed in terms of personality characteristics of self-directed learners, the trans-situational validity of self-directed learning in academic settings, multiple forms of evidence of the construct validity of self-directed learning, and implications for future research and practice.     

Role of the Big Five personality traits in predicting college students' academic motivation and achievement

College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the variance in intrinsic motivation; conscientiousness and extraversion explained 13% of the variance in extrinsic motivation; and conscientiousness and agreeableness explained 11% of the variance in amotivation. Further, four personality traits (conscientiousness, openness, neuroticism, and agreeableness) explained 14% of the variance in GPA; and intrinsic motivation to accomplish things explained 5% of the variance in GPA. Finally, conscientiousness emerged as a partial mediator of the relationship between intrinsic motivation to accomplish and GPA. These results are interpreted within the context of what educators could do to encourage and nurture student motivation and achievement.     

Intelligence and personality as predictors of divergent thinking: The role of general, fluid and crystallised intelligence

Two studies examined the relationships between measures of intelligence, personality and divergent thinking (DT) in student samples. Study one investigated the incremental validity of measures of IQ and fluid intelligence with the Big Five Personality Inventory with regards to DT. Significant relationships of DT to fluid intelligence, Extraversion and Disagreeableness were observed. Study two investigated the incremental validity of measures of fluid and crystallised intelligence (as assessed by a test of general knowledge) with the Big Five Personality Inventory with regards to DT. Hierarchical regression analyses revealed a significant relationship between crystallised intelligence and DT. The nature of the relationships of IQ, fluid and crystallised intelligence, in addition to personality traits to tests of DT were considered.     

Exploring the relationship between experienced students' preference for open- and closed-book examinations,approaches to learning and achievement

The relationship between university students' approaches to learning and preference for the open- and closed-book examinations was investigated for 144 Greek undergraduate (56 third- and 88 fourth-year) students attending a Philosophy, Education and Psychology Department. The approaches were explored by the Approaches and Study Skills Inventory for Students (ASSIST). Examination preferences for open- or closed-book exams were assessed by 3 self-report questions. Students who preferred the open-book examination scored lower on “Time management”, “Achieving”, and “Unrelated memorising”. The study provides links between the students' study orchestrations/profiles, assessment preference, and achievement. The deep profile students (mainly 3rd-year students) seem to prefer the open-book exam but appear unorganised in their study in a similar extent to surface-profile students. They also reported low achievement. The study cautiously suggests the influence of the year of study on students' assessment preference. The results are discussed in relation to recent literature.