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The Relationships between the Big Five Personality Traits and Academic Motivation Levels of Turkish University Students

Yıl 2015, Cilt: 1 Sayı: 1, 1 - 7, 15.04.2015
https://doi.org/10.19148/ijhbs.38361

Öz

The relationships between personality traits and motivation are significant for effective learning and teaching. The main purpose of this study is to determine the relationships between personality traits and motivation levels of Turkish university students. The specific purpose of the study is to determine which personality factor predicts academic motivation to what extent. For this purpose, Adjective Based Personality Scale (ABPT)  developed by Bacanlı et al. (2009) was conducted on 353      (237 female, 116 male) students who study at state universities. ABPT was developed according to The Big Five Personality Traits and measures the five main factors of personality. Academic Motivation Scale was developed by Valerant et al. (1992) according to self-determination theory and consists of seven factors (Amotivation, External Regulation, Introjected Regulation, Identified Regulation, Intrinsic Motivation to Know, Intrinsic Motivation to Experience Stimulation and Intrinsic Motivation to Accomplish). Turkish adaptation was done by Karagüven in 2012. The results indicate that, all personality factors show significant relations with academic motivation. While conscientiousness has been shown to be positively and significantly correlated, neuroticism has been shown to be negatively and significantly correlated with academic motivation. In order to determine which personality factors predict academic motivation level stronger, data were analyzed by multiple regression analysis. The subcategories which form personality explain 16% of variance on the levels of student motivation. When the significance tests of regression coefficients were examined, the neuroticism and conscientiousness factors of personality (p<0,05)  were found to be significant predictors of academic motivation.

Keywords: Big Five Personality Traits, academic motivation, Turkish university students

Kaynakça

  • Bacanlı, H., İlhan,T. & Aslan S. (2009). Development of a personality scale based on five factor: personality test based on adjectives (PTBA). Turkish Education Sciences Journal, 7(2), 261-279
  • Burger, M. J. (2006). Personality. İstanbul: Kaknüs publications.
  • Costa, P. T. Jr., & McCrae, R. R. (1992). NEO PI-R professional manual: Revised NEO PI-R and NEO-FFI. Florida, FL: Psychological Assessment Resources, Inc.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.
  • Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024−1037.
  • John O. P.; Srivastava, S. ( 1999). The Big-Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives. Handbook of personality: Theory and research (2nd ed.). New York: Guilford
  • Karagüven., M.H.Ü. (2012) Adaptation of academic motivation scale into Turkish. Education Sciences in Theory and Practice • Educational Sciences: Theory & Practice - 12(4) • Autumn • 2599-2620
  • Kaufman, J. C., Agars, M. D., & Lopez-Wagner, M. C. (2008). The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution.Learning and Individual Differences, 18, 492−496.
  • Komarraju, M., & Karau, S. J. (2005). The relationship between the bigfive personality traits and academic motivation. Personality and Individual Differences, 39,557−567
  • Komarraju, M., Karau, S., & Schmeck, R. (2009). Role of the Big Five personality traits in predicting college students' academic motivation and achievement.Learning and Individual Differences, 19,47−52
  • Libert, R. (1990). Personality. New York: Brooks Cole Pub.
  • Luthans, F. (1992). Organizational Behaviour. New York: McGraw Hill
  • McCrae, R. R.; John O. P. (1999). An Introduction to the Five-Factor Model and Its Applications. Journal of Personality, Vol 60 Issue 2‎
  • McCrae, R.R. ve Costa, P.T. (1985). Updating norman’s ‘adequate taxonomy’: intelligence and personality dimensions in natural languages and questionnaires. Journal of Personality and Social Psychology, Vol. 49, pp. 710-21.
  • Muller, F.H., Palekcic, M., Beck, M. ve Wanninger, S. (2006). Personality, motives and learning environment as predictors of self-determined learning motivation. Review of Psychology, 13(2), 75-86
  • Phillips, P., Abraham, C., & Bond, R. (2003). Personality, cognition, and university students' examination performance.European Journal of Personality, 17, 435−448.
  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions.Contemporary Educational Psychology, 25,54−67.
  • Taymur,İ.; Türkçapar M.H.(2012). Personality: Definition, Classification, and Assessment. Current Approaches in Psychiatry, 4(2):154-177
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Sene´cal, C., & Vallie`res, E. (1992).The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Sene´cal, C., & Vallie`res, E. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159–172
  • Vallerand, R.J.& Rousseau, F. L.(2001). Intrinsic and extrinsic motivation in sport and exercise: A review using the hierarchical model of intrinsic and extrinsic motivation. In R. N. Singer, H. A. Hausenblas, & C. M. Janelle (Eds.), Handbook of Sport Psychology (2nd ed., pp. 389-416). New York: John Wiley & Sons.
Yıl 2015, Cilt: 1 Sayı: 1, 1 - 7, 15.04.2015
https://doi.org/10.19148/ijhbs.38361

Öz

Kaynakça

  • Bacanlı, H., İlhan,T. & Aslan S. (2009). Development of a personality scale based on five factor: personality test based on adjectives (PTBA). Turkish Education Sciences Journal, 7(2), 261-279
  • Burger, M. J. (2006). Personality. İstanbul: Kaknüs publications.
  • Costa, P. T. Jr., & McCrae, R. R. (1992). NEO PI-R professional manual: Revised NEO PI-R and NEO-FFI. Florida, FL: Psychological Assessment Resources, Inc.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.
  • Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024−1037.
  • John O. P.; Srivastava, S. ( 1999). The Big-Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives. Handbook of personality: Theory and research (2nd ed.). New York: Guilford
  • Karagüven., M.H.Ü. (2012) Adaptation of academic motivation scale into Turkish. Education Sciences in Theory and Practice • Educational Sciences: Theory & Practice - 12(4) • Autumn • 2599-2620
  • Kaufman, J. C., Agars, M. D., & Lopez-Wagner, M. C. (2008). The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution.Learning and Individual Differences, 18, 492−496.
  • Komarraju, M., & Karau, S. J. (2005). The relationship between the bigfive personality traits and academic motivation. Personality and Individual Differences, 39,557−567
  • Komarraju, M., Karau, S., & Schmeck, R. (2009). Role of the Big Five personality traits in predicting college students' academic motivation and achievement.Learning and Individual Differences, 19,47−52
  • Libert, R. (1990). Personality. New York: Brooks Cole Pub.
  • Luthans, F. (1992). Organizational Behaviour. New York: McGraw Hill
  • McCrae, R. R.; John O. P. (1999). An Introduction to the Five-Factor Model and Its Applications. Journal of Personality, Vol 60 Issue 2‎
  • McCrae, R.R. ve Costa, P.T. (1985). Updating norman’s ‘adequate taxonomy’: intelligence and personality dimensions in natural languages and questionnaires. Journal of Personality and Social Psychology, Vol. 49, pp. 710-21.
  • Muller, F.H., Palekcic, M., Beck, M. ve Wanninger, S. (2006). Personality, motives and learning environment as predictors of self-determined learning motivation. Review of Psychology, 13(2), 75-86
  • Phillips, P., Abraham, C., & Bond, R. (2003). Personality, cognition, and university students' examination performance.European Journal of Personality, 17, 435−448.
  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions.Contemporary Educational Psychology, 25,54−67.
  • Taymur,İ.; Türkçapar M.H.(2012). Personality: Definition, Classification, and Assessment. Current Approaches in Psychiatry, 4(2):154-177
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Sene´cal, C., & Vallie`res, E. (1992).The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Sene´cal, C., & Vallie`res, E. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159–172
  • Vallerand, R.J.& Rousseau, F. L.(2001). Intrinsic and extrinsic motivation in sport and exercise: A review using the hierarchical model of intrinsic and extrinsic motivation. In R. N. Singer, H. A. Hausenblas, & C. M. Janelle (Eds.), Handbook of Sport Psychology (2nd ed., pp. 389-416). New York: John Wiley & Sons.
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

İhsan Bozanoğlu Bu kişi benim

Ahmet Sapancı

Yayımlanma Tarihi 15 Nisan 2015
Gönderilme Tarihi 15 Nisan 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 1 Sayı: 1

Kaynak Göster

APA Bozanoğlu, İ., & Sapancı, A. (2015). The Relationships between the Big Five Personality Traits and Academic Motivation Levels of Turkish University Students. International Journal of Human and Behavioral Science, 1(1), 1-7. https://doi.org/10.19148/ijhbs.38361