The relationship between personality traits, Learning Styles and learning strategies with Academic Achievement in physics

Document Type : Research Article



Introduction: Academic achievement is affected by several variables. Some of the most important variables are personality traits, learning styles and learning strategies. This research aimed to investigate the relationship between personality traits, learning styles and learning strategies with academic achievement in physics.
Methods: This is a descriptive analytical study of correlation type. The statistical population of this research was all nine grade students in Pishva city. For this research, 200 students were selected using stratified random sampling method. All participants completed personality trait questionnaire, group embedded figure test and motivational strategies for learning questionnaire. Results: The findings indicate that there are significantly positive relationship between openness, conscientiousness, field independent, organization and metacognitive self-regulation with academic achievement and significantly negative relationship between neuroticism with academic achievement. Conscientiousness, independent field and metacognitive self-regulation predict 53 percent of variance of academic achievement. The share of conscientiousness in prediction academic achievement was more than other variables. Conclusion: The research result demonstrated that using conscientiousness, independent field and metacognitive self-regulation make increase academic achievement in physics lesson.


امامی­پور، سوزان و سیف، علی­اکبر (1385)؛ بررسی سبک­های یادگیری در دانش آموزان و دانشجویان و رابطه آنها با خلاقیت و پیشرفت تحصیلی، فصلنامهنوآوری­های آموزشی، 3: 27-42.
حسینی، طیبه (1390)؛ رابـطه راهبردهای یادگیری خودتنظیمی و خلاقیت با پیشرفت تحصیلی دانشجویان. پایان نامه کارشناسی­ارشد، دانشگاه سمنان.
دیر، عزت و بنی­جمالی، شکوه­السادات (1388)؛ بررسی سهم عوامل انگیزشی بر استفاده از راهبردهای شناختی و فراشناختی در فرآیند یادگیری، فصلنامه مطالعات روانشناختی، 5(3): 22-35.
سرمدی، محمدرضا و زارع، حسین (1385)؛ تأثیر سبک­های یادگیری مستقل از زمینه و وابسته به زمینه بر پیشرفت تحصیلی دانشجویان دانشگاه پیام­نور. مجله پیک نور، 4(4): 14-22.
شکری، امید؛ دانشورپور، زهره و عسکری، اعظم (1387)؛ تفاوت­های جنسیتی در عملکرد تحصیلی: نقش صفات شخصیت. مجله علوم رفتاری، 2(2): 127-142.
شولتز، دوان پی؛ شولتز، سیدنی الن. (2005)؛ نظریه­های شخصیت، (ترجمه یحیی سید محمدی، 1387)، تهران: نشر ویرایش.
عاشوری، جمال (1389)؛ نقش راهبردهای انگیزشی، راهبردهای یادگیری شناختی و یادگیری از همتایان در پیش­بینی پیشرفت تحصیلی درس زبان انگلیسی. پایان­نامه کارشناسی­ارشد، دانشگاه سمنان.
عاشوری، جمال (1392)؛ ارتباط راهبردهای یادگیری شناختی و فراشناختی، ساختار هدف­های ادراک شده کلاس و هوش معنوی با پیشرفت تحصیلی دانشجویان پرستاری، مجله ایرانی آموزش در علوم پزشکی اصفهان، 13(8): 692-700.
عاشوری، محمد؛ پورمحمدرضای تجریشی، معصومه؛ جلیل آبکـنار، سیده سمیه؛ عاشوری، جمال و موسوی­خطاط، سیدمحمد (1390)؛ بررسی ارتباط صفات شخصیت، راهبردهای مدیریـت منابع و راهبردهای انگیزشی در پیش­بینی پیشرفت تحصیلی دانش­آموزان کم­توان ذهنی. مجله مطالعات ناتوانی، 1(1): 1-15.
عبداله­پور، محمد (1382)؛ رابطه سبک­های یادگیری وابسته به زمینه و مستقل از زمینه در دانشجویان، پایان­نامه کارشناسی­ارشد، دانشگاه تربیت معلم تهران.
Bosaki, S., Innerd, W. and Towson, S. (2005); Field independence-dependence and self-steem in preadoiescents: Does gender make a difference? Journal of Youth and Adolescence, 26(6): 691-703.
Chamorro-Premuzic, T. and Furnham, A. (2003); Personality predicts academic performance: Evidence from two longtitudinal studies on university students. Journal of research in personality, 37: 119-138.
Costa, P. R. and McCrae, R. R. (1992); The NEOPI-R: Professional manual. Odessa, FL: Psychological Assessment Resources, Inc.
Costa, P. R., Terracciano, A. and McCrae, R. R. (2001); Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81: 322-331.
Diaz, D. P. and Cartnal, R. B. (2009); Comparing student learning styles in an on-line distamce learning class and equivalent on-campus class. Journal of Asynchronous Learning Network, 2(5): 127-143.
Green, B. A. and Miller, R. B. (2006). Influences on course performance: Goals, Perceived ability, and self-regulation. Journal of Contemporary Educational Psychology, 21: 181-192.
Green, B. A. and Miller, R. B., Crowson, M., Duke, B. L., & Akey, K. L. (2004); Predicting high school students cognitive engagement and achievement: contribution of classroom perception and motivation. Journal of Contemporary educational psychology, 29(4): 462-482.
Kardum, I. and Krapic, N. (2001); Personality traits, stressful life events, and coping styles in early adolescence. Personality and Individual Differences, 30: 503-515.
Komarraju, M., Karau, S. J. and Schmeck, R. R. (2009); Role of the big five personality traits in predicting college students academic motivation and achievement. Journal of Learning and Individual Differences, 19: 47-52.
Korotkove, D. and Hannah, T. E. (2004); The fivefactor model of personality: strengths and limitations in predicting health status, sick-role and illness behaviour. Personality and Individual Differences, 36: 187-199.
Liem, A. D., Lau, S. and Nie, Y. (2008); The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33: 486-512.
Martin, J. H., Montgomery, R. L. and Saphian, D. (2006); Persoanlity, achievement test scores, and high school percentile as predictors of academic performance across four years of coursework. Journal of Research in Personality, 40: 424-431.
Middleton, M. & Midgley, C. (2007); Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory. Journal of educational psychology, 89: 710-718.
Mokhtary, K. and Richard, A. (2002); Assesian Students Metacognitive Awareness of Strategies. Journal of Educational Psychology, 94(2): 710-718.
Mouis, K. R. and Edwards, O. (2009); Examinig the stability of achievement goal orientation. Cotemporary Educational Psychology, 34: 265-277.
Oltman, K. P., Raskin, E. and Witkin, H. (1971); A manual for the Embbeded Figure Test. Counseling Psychologists Press, ISN: 577.
Pakdaman Savoji, A., Niusha, B. and Boreiri, L. (2013); Relationship between epistemological beliefs, self-regulated learning strategies and academic achievement. Journal of Social and Behavioral Sciences, 84: 1160–1165.
Pintrich, P. R., Smith, D. A., Garcia, T. and Mc Keachie, W. (1991); A manual for the use of the motivated strategies for learning questionnaire (MSLQ). University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.
Prichard, A. (2009); Ways of learning. Rout ledge, Milton Park.
Sunderland, J. (2002); Gender in the EFL classroom. Journal of Educational Psychology, 46: 81-91.
Tabakhnick, B. G. and Fidell, L. S. (2007); Using multivariate statistics (5th Ed.). Boston: Allyn & Bocon.
Tinajero, C. and Param, N. F. (2008); Field dependence-independence and strategies learning. International Journal of Educational Research, 29: 251-262.
Tulbure, C. (2012); Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation. Journal of Social and Behavioral Sciences, 33: 398-402.
Valenta, A., Donald, R. and Goodenough, D. R. (2012); Identifying student attitudes and learning style in distance education. Journal of Educational Psychology, 4(3): 127-142.
Wolters, C. A. (2004); Advancing achievement goal theory: using goal, structures and goal orientation to predict student motivation, cognition and achievement. Journal of educational psychology, 96(2): 236-250.
Young, L. E. and Paterson, B. L. (2007); Teaching nursing developing: a student-centered learning environment. Lippincott, Williams & Wilkins.
Zimmerman, B. J.    and Martincz-Pons, M. (2002); Self-regulation learning. Journal of Educational Psychology, 108(3): 253-289.