Several researches examined the relationship between personality dimensions and academic achievement. With regard to personality factors, many studies highlighted academic performance differences in relation to introversion, neuroticism and psychoticism (cf. Eysenck and Eysenck, 1995). The contribution of personality factors is associated to the prominent role of motivation (Entwistle and Brennan, 1971; Entwistle and Welsh, 1969). As regards this question, an interesting aspect is the representation of motivations inside the self-system. From this point of view, possible selves (Markus and Nurius, 1986) can affect motivation between two fundamental aspects: a structuring factor and an energizing function. Moreover, literature emphasizes that self-esteem is a good predictor of academic achievement (Keltikangas-Jarvinen, 1992; Mone, Baker and Jefries, 1995). But, some researchers (Bachman and O’Malley, 1977, 1986; Pottebaum, Keith and Ehly, 1986) suggest that underlying causal factors influence both self-esteem and academic performance. The interactions between these factors are examined in a sample of 368 students, mostly females. A set of multiple correlations and a structural equation model support hierarchical links between personality factors, self-esteem, possible selves and academic performance. Results highlight a complex system of relationships between the factors that have direct and indirect effects on academic performance.

Personality, possible selves and academic achievement

MELEDDU, MAURO;SCALAS, LAURA FRANCESCA
2006-01-01

Abstract

Several researches examined the relationship between personality dimensions and academic achievement. With regard to personality factors, many studies highlighted academic performance differences in relation to introversion, neuroticism and psychoticism (cf. Eysenck and Eysenck, 1995). The contribution of personality factors is associated to the prominent role of motivation (Entwistle and Brennan, 1971; Entwistle and Welsh, 1969). As regards this question, an interesting aspect is the representation of motivations inside the self-system. From this point of view, possible selves (Markus and Nurius, 1986) can affect motivation between two fundamental aspects: a structuring factor and an energizing function. Moreover, literature emphasizes that self-esteem is a good predictor of academic achievement (Keltikangas-Jarvinen, 1992; Mone, Baker and Jefries, 1995). But, some researchers (Bachman and O’Malley, 1977, 1986; Pottebaum, Keith and Ehly, 1986) suggest that underlying causal factors influence both self-esteem and academic performance. The interactions between these factors are examined in a sample of 368 students, mostly females. A set of multiple correlations and a structural equation model support hierarchical links between personality factors, self-esteem, possible selves and academic performance. Results highlight a complex system of relationships between the factors that have direct and indirect effects on academic performance.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11584/109265
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