Please use this identifier to cite or link to this item: http://hdl.handle.net/11067/6350
Title: Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
Author: Moreira, Paulo
Pedras, Susana
Pombo, Paula
Keywords: Academic performance;
Personality
Learning approach;
affective well-being
Non-affective well-being
Issue Date: 6-Dec-2020
Publisher: MDPI
Citation: Moreira P, Pedras S, Pombo P. (2020). Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education. European Journal of Investigation in Health, Psychology and Education. 2020; 10(4):1132-1149
Abstract: The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess a ective and non-a ective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and a ective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the di erential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education
Peer reviewed: yes
URI: https://doi.org/10.3390/ejihpe10040079
http://hdl.handle.net/11067/6350
ISSN: 2254-9625
Document Type: Article
Appears in Collections:[ILID-CIPD] Artigos

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