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Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model

McIlroy, D and Bunting, Brendan (2002) Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 27 (2). pp. 326-337. [Journal article]

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DOI: 10.1006/ceps.2001.1086


Undergraduate psychology students completed self-reports on a range of personality measures that were previously identified as significantly associated with academic performance. Their responses were analyzed in relation to their prior and subsequent performance on two indices of academic achievement (course work marks and test results). Correlation analyses demonstrated significant associations between a range of measures and both indices of performance. Regression analysis demonstrated that academic conscientiousness, test anxiety, and previous achievement accounted for unique and shared variance on test performance. A similar pattern emerged in a regression analysis for course work performance. It is advocated that future research should incorporate measures that embody the various major orientations within psychology and that cover the range of beliefs, behaviors, anxieties, cognitions, and expectancies that are likely to be implicated in achievement. Moreover, the operational definitions of the specific measures used encapsulate the principles that would be useful for educators to inculcate in their teaching ethos and for students to pursue in order to optimize performance. (C) 2001 Elsevier Science (USA).

Item Type:Journal article
Faculties and Schools:Faculty of Life and Health Sciences
Faculty of Life and Health Sciences > School of Psychology
Research Institutes and Groups:Psychology Research Institute > The Bamford Centre for Mental Health and Wellbeing
Psychology Research Institute > Health, Education and Well-being
Psychology Research Institute
ID Code:1874
Deposited By: Mrs Fiona Harkin
Deposited On:14 Dec 2009 14:38
Last Modified:14 Apr 2014 15:18

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