Moderating effect of self-determination in the relationship between Big Five personality and academic performance |
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| Affiliation: | 1. Department of Psychology, West University of Timisoara, Timisoara, Romania;2. ArboNed, the Netherlands;3. Department of Work and Organizational Psychology, Utrecht University, Utrecht, the Netherlands;4. Department of Work, Organizational and Personnel Psychology, University of Leuven, Belgium;1. School of Psychology, Queen''s University Belfast, David Keir Building, 18-30 Malone Road, Belfast, BT9 5BN United Kingdom;2. International Centre for Research in Human Development, Tomsk State University, Russian Federation;3. Sirius University of Science and Technology, Sochi, Russian Federation;4. Department of Psychology, University of Milan-Bicocca, Italy;5. Department of Psychology, Goldsmiths University of London, United Kingdom |
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| Abstract: | Previous studies have shown that both personality and motivation are important factors in student academic performance. This study examined how the interactions between the Big Five personality traits and self-determination motivation orientations affect students' academic performance. The hypotheses were empirically tested using cross-sectional data collected from 249 primary school students in China. The correlation analysis found that self-determined motivation and four of the five personality traits (not emotional instability) were significantly positively related to academic performance in English. The hierarchical regression analysis revealed that, after controlling for gender, openness to new experience and conscientiousness both positively predicted English performance. Significant interaction effects were found between agreeableness and self-determined motivation, and between conscientiousness and self-determined motivation. However, conscientiousness and agreeableness only positively predicted academic performance when the student's self-determined motivation was low. |
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