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I. INTRODUCTION
THE Big Five Personality dynamics and motivation are
two of the most commonly used instruments in
predicting performance. The majority of the studies based
on both Big Five Personality Traits and motivation
address the issue of predicting job performance, while
some of the studies are engrossed on more specific
situations, such as academic performance or training
performance (Trapmann, Hell, Hirn &
Question of Study
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International Journal of Humanities and Management Sciences (IJHMS) Volume 3, Issue 4 (2015) ISSN 23204044 (Online)
Inventorytestasameasureofthebigfivetraits.The
tableisasummarizationofthebigfivetraits,the
namesanddefinitionsoftheirrespectivesubfacet
traits,andprofileadjectivesdescribingwhathigh
andlowscoringmeanswithineachtrait.Following
thissummarytable,adetailedexaminationofthe
BigFiveisgiven.
Extroversion
As one of the first traits to be highlighted as
significant across the research, extroversion has
perhaps always appeared in factor-analytic models,
and is one of the traits to appear even in non fivefactor models, such as Eysenck's PEN model. The
term is incredibly recognizable - and possibly
overused to the point of misnomer even outside the
realm of trait psychology. At its simplest, the term
International Journal of Humanities and Management Sciences (IJHMS) Volume 3, Issue 4 (2015) ISSN 23204044 (Online)
neuroticismisthetraitthatisconsideredtobe
negativeorbad.Personalityresearchers
habituallyreverseitandrefertoitasemotional
stability.Stablepeoplearecalmunderpressure
whileneuroticpeopletendtobeanxious,
pessimistic,stressed,upset,fearful,andemotionally
unstable(Houghetal.,1990).
Neuroticismhasaverystrongbiologicalbasis;the
twomostfundamentaltraitsareneuroticismand
extraversion.TheydateallthewaybacktoAncient
Greece,whereHippocrates(460370BC),aGreek
physicianlabeledpeopleasbelongingtooneoffour
personalitytypesdependingonhowcalm/excitable
andmorose/sanguinetheywere.
Subsequently,Eysenck(1967)proposedjusttwo
personalitytraits,extraversionandneuroticism,
beforefurtherresearchexpandedtothreeand
eventuallyfive.
Thoughconscientiousnessandagreeablenessmaybe
associatedtohighercognitivefunctionsofinhibition
andexecutivecontrolextraversionandneuroticism
aremoreassociatedwiththeolder,system1
regions.Manystudieshavefoundthatneuroticismis
relatedtotheAmygdala,whichisconsideredtobe
anold,primalareaofthebrainthatisaccountable
forsensingemotions,specificallyfear.
Gray(1970)proposedthattherearetwoindependent
regionsinthebrain:theBehavioralActivation
System(BAS)andtheBehavioralInhibitionSystem
(BIS).TheBAS,theorizedasextraversion,which
concernsapersonssensitivitytorewardandtheir
probabilityofapproachingdesirablestimuli,
whereastheBIS(neuroticism)looksatsensitivityto
punishmentandevadingaversivestimuli.Aperson
canbehighinboth:aneuroticextravertwouldbe
delicatetobothpositiveandnegativeemotions.Itis
forthisreasonthatresearchershaveused
measurementsofBAS/BIStodeterminewhena
bipolarpatientisduetoundergoamanicor
depressiveepisode.
Personalachievementfurtherfallsunderthewheels
ofneuroticism.Forexample,thetraitisconsistently
relatedtopoorjobperformanceduetoits
associationswithlowselfconfidenceandhigh
anxiety,hostilityandvulnerability.Somestudies
evensuggestthatemotionalstabilityisasimportant
forjobsuccessasconscientiousness(Kendler,Kuhn
&Prescott,2004).
Additionally,itisanimportantintercessorofexam
success,becauseneuroticstendtofeelalotmore
stressandanxietyunderexamconditions,which
disturbstheirperformance.Thisissaidtooccur
becauseneuroticpeopleareverysensitivetointernal
andexternalnegativestimuli,whichescalates
mentalnoiseandmakesithardtopayattentionto
thetaskathand
(Halamandaris&Power,1999).
Big Five Aspect of Personality
Personalitytraitdimensionscanbecategorizedor
groupedbyorganizingthemintohierarchies,based
ontheirintercorrelations.Broaddomainssuchas
thoseoftheBigFive(Extraversion,
Conscientiousness,etc.)eachincorporatingmany
linkedtraits,arelocatednearthetopofthe
hierarchy,andveryspecificpatternsofbehaviorand
experience(e.g.beingsociable)arelocatednearthe
bottom.Theestablishmentofthesehierarchieshas
beenoneofthemainconcernsofphysiologistsfor
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closetoacentury.TheBigFiveAspectof
Personality,developedbyDeYoung,Quilty,and
Peterson(2007)isatheorythatadditionally
developstheBigFivePersonalityTraitsby
categorizingeachofthefivedimensionsintototwo
aspects.Theaspectsrepresentalevelofprecision
betweentheBigFivePersonalityTraitsandthe
RevisedNEOPersonalityInventorysfacets.
AstudyconductedinlargeCanadianandGerman
samplesshowedthattherearetwogeneticfactorsthat
areresponsibleforthesharedvarianceofthesixfacet
scalesthatmakesuptheBigFiveintheNEOPI(Jang,
etal.,2002).Therefore,eachoftheBigFivedomains
happenstobetheoreticallydividableintotwo
subdomainswithdistinctbiologicalsources.This
International Journal of Humanities and Management Sciences (IJHMS) Volume 3, Issue 4 (2015) ISSN 23204044 (Online)
findingissufficientenoughtomotivateresearchinto
anintermediatelevelofpersonalitystructure.
Fig1.BetweenFacetsandDomains:TenAspectsofthe
BigFive
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International Journal of Humanities and Management Sciences (IJHMS) Volume 3, Issue 4 (2015) ISSN 23204044 (Online)
External Regulation
External Regulation can be defined as behavior that
is regulated through external means such as rewards
and constraints. For example, a study might study
for a test because they are forced to do some by their
parents.
Introjected Regulation
Under interojected regulation, the individual begins
to internalize the reason for his or her actions. This
form of internalization, while it is internal to the
person, it is not truly self-determined since it is
limited to the internalization of past outside
possibilities. An example would be a student who
studies because it is what is expected from a good
student.
Identification Regulation
The extent to where the behavior becomes valued
and judged and deemed important to individual and
especially if chosen by oneself, then the
internalization of extrinsic motives become regulated
through identification. For example a student might
say that they have chosen to study because it is
something important to them.
Amotivation
H1:NeuroticismhasnoeffectonAcademic
PerformanceH2:Agreeablenesshasnoeffecton
AcademicPerformance
H3:ConscientiousnesshasnoeffectonAcademic
Performance
H4:ExtraversionhasnoeffectonAcademic
PerformanceH5:OpennesshasnoeffectonAcademic
Performance
Fromtheaboveliteraturereview,thefollow
hypothesiswasdevelopedforMotivation:
H1:ExtrinsicMotivationhasnoeffectonAcademic
Performance
H2:IntrinisicMotivationhasnoeffectonAcademic
Performance
H3:AmotionhasnoeffectonAcademic
Performance
Data and Samples
Thepopulationsforthisstudywillconsistof
internationalstudentsenrolledinpublicandprivate
universitiesstudyingatthegraduateand
undergraduatelevelInTaiwanandwhotookthe
TOCFLexamisreadingandlistening.PartialLeast
Square(PLS),alsotheexperimentalquantitative
method,isselectedformoreexactanalyses.
Instrumentation
TheinstrumentthatwillbeusedtoaccesstheBig
FivePersonalityTraitsisanadaptationofBigFive
AspectScale(BFAS)developedbyDeYoung,
Quilty,andPeterson(2007)consistedof100items
tomeasuretheBigFivebothatthetraitsandaspects
levels;5variablesandthetenaspectsofthe
variables.Aselfreportedsectionforstudentstoself
reporttheirgradefortheTestofChineseasa
ForeignLanguage(TOCFL)andstudentswillbe
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askedtoinputtheirdemographicinformationas
well.Therewere7sectionsincludedinthe
questions;whichwillbe:partI)students
demographicinformation(age,sex,major,
educationallevel,etc.);partII)Neuroticism;partIII)
Agreeableness;partIV)Conscientiousness;partV)
Extraversion;partVI)Openness/Intellect;partVII)
AcademicPerformance.Thedesignofquestionswill
beadoptedfromthe5pointLikertScale.
Toassessmotivation,theAcademicMotivation
Scalewillbeused,consistingof28items.Therewill
befourquestionstorepresenteachdimensionof
Motivationusingthe5pointLikertScaleandaself
reportingsectionforGPA.
International Journal of Humanities and Management Sciences (IJHMS) Volume 3, Issue 4 (2015) ISSN 23204044 (Online)
TABLE II
TABLE III
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International Journal of Humanities and Management Sciences (IJHMS) Volume 3, Issue 4 (2015) ISSN 23204044 (Online)
V. RECOMMENDATIONS
WhiletherehavebeenresearchesthatshowsdirectcorrelationsamongtheBigFiveanditsaspectsofpersonalitytraits
andperformancewhetherintheworkplaceorinanacademicsetting,thisstudyshowsthatwhentestedamong
Taiwansinternationalstudentpopulation,resultsshowsthatpersonalityisnotdirectlylinkedtoacademic
performancebutratheritisindirectlylinkedafterrunningSMARTPLS.ThestudyoriginallystartedtoassesstheBig
5personalityusing
TABLE VI
theBigFiveAspectsScale,whichdivideseachofthefivepersonalitytraitsfromtheBigFiveinto2sub
traitsbutresultsshowedthatonlyfiveoftesthadasignificantlinktoacademicperformance,aftertestingthefivetraits
thatshowedsignificance,resultsshowedthatonlythetraitsoforderliness,intellect,andassertivenessshowedtohave
anindirectlinkedtoacademicperformance;threeoutofthetentraitstoassesstheBigFivePersonalityTraits.
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International Journal of Humanities and Management Sciences (IJHMS) Volume 3, Issue 4 (2015) ISSN 23204044 (Online)
doi:10.1016/0005-7967(70)90069-0
Itcanbeestablishedthatfromthisstudy,theoverall
traitsoftheBigFivePersonalityTraitsarenot
directlyandhighlycorrelatedtoacademic
performanceamonginternationalstudentsat
universitylevelinTaiwanandhowever,when
assessedbyitsaspectsofpersonality,resultsshowed
thatitsaspectshasanindirecteffectonpersonality.
Whentheaspectstraitsaregroupedtorepresentthe
BigFivePersonalityTraits,theresultsacceptsthe
literaturereviewthatLounsbury, Welsh,Gibson, and
Sundstrom, (2005) highlighted that
Conscientiousness and Openness as the Big 5 traits
most closely linked with academic outcomes. For
motivationand academicperformance,further
studiesshouldbedonetodeterminewhetherthe
resultsofthisstudyarerepresentative.Inthecurrent
studyweusedsurveystomeasurestudents
motivation.Sincestudentsmayhaveansweredthe
questionswithsociallydesirableresponses,perhaps
interviewswithstudentswouldhaveallowedfor
morerelativeandthusmorehonestresponses
(Mattern,R,2005).Moreover,thestudyfocusedon
internationalstudentsgradesofTestofChineseasa
ForeignLanguage.Feedbackfromtheteachersor
theteachersinstructionalstrategiesmighthave
influencedthehighergrades.Theseandotherissues
needtobestudiedfurther.Finally,furtherstudyis
neededtolookintotheconnectionsbetween
motivationandacademicperformanceinmore
difficultandcomplexacademicdomainsinthis
country(Taiwan)suchasinformationtechnology,
economics,mathematicsandsciencecourses.
ACKNOWLEDGMENT
Firstly,IwouldliketoGodforthisamazing
opportunitytostudytointheInternationalHuman
ResourcesDevelopmentProgramandexperiencing
thebeautifulcountryandcultureofTaiwan.
SecondlyIwouldliketogratefullyandsincerely
thankChengPingShih,forhisguidance,
understanding,patience,andmostimportantly,his
friendshipduringmystudiesattheNationalTaiwan
NormalUniversity.
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