Utilize este identificador para referenciar este registo: http://hdl.handle.net/11067/6350
Título: Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
Autor: Moreira, Paulo
Pedras, Susana
Pombo, Paula
Palavras-chave: Academic performance
Learning approach
Affective well-being
Non-affective well-being
Data: 2020
Editora: MDPI
Citação: 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. 10(4):1132-1149
Resumo: 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
Descrição: Correspondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: paulomoreira@por.ulusiada.pt
Revisão por Pares: yes
URI: https://doi.org/10.3390/ejihpe10040079
ISSN: 2254-9625
Tipo de Documento: Artigo
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