| Abstract: | The aim of this article is to examine the interaction between personality and learning in order to find clues to the role that a student's personality plays in the process of adaptation and learning. To scrutinize such an expansive area requires that I cover a lot of territory in a small space, condensing many components and processes. Wherever meaningful, I will direct readers to sources that provide greater depth of coverage. The article is divided into four sections. The first section covers personality theories and models based on a structure-oriented view of personality. The second section addresses personality from a process-oriented viewpoint. Current research findings that relate personality characteristics explicitly to learning processes, strategy use, and metacognition are briefly reviewed. The third section goes one step further and discusses second-generation process-oriented personality models. These models are applied to student behaviour during actual learning episodes. A general outline of my model of the adaptable learning process is given and it is argued that the quality of subjective experience is not just an outcome of personality characteristics. It is influenced by student * situation transactions. In the fourth section, conclusions and suggestions for future research are given. |
