THE COMPARISON OF PERSONALITY TRAITS, ACHIEVEMENT MOTIVATION AND ACADEMIC PERFORMANCE OF MALE UNIVERSITY STUDENTS WITH DIFFERENT LEARNING STYLES

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MOHAMMADZADEH ADMOLAIE R.; SHEHNI YAILAGH M.; MEHRABIZADEH HONARMAND M.

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Journal: Psychological Achievements Year:2009 | Volume:16 | Issue:1 Page(s): 125-154

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Title

THE COMPARISON OF PERSONALITY TRAITS, ACHIEVEMENT MOTIVATION AND ACADEMIC PERFORMANCE OF MALE UNIVERSITY STUDENTS WITH DIFFERENT LEARNING STYLES

Author(s)

MOHAMMADZADEH ADMOLAIE R. | SHEHNI YAILAGH M. | MEHRABIZADEH HONARMAND M. | Issue Writer Certificate

Keywords

LEARNING STYLEQ2

PERSONALITY TRAITS (BIG FIVE)Q3

ACHIEVEMENT MOTIVATIONQ2

ACADEMIC PERFORMANCEQ2

Abstract

The purpose of the present research was to compare four groups of Shahid Chamran University’s male students with different LEARNING STYLEs in terms of personality traits, ACHIEVEMENT MOTIVATION and ACADEMIC PERFORMANCE. To this end, 300 students were selected by multi-stage random sampling method, and the research questionnaires were completed by them. The results indicate that four groups of students with different LEARNING STYLEs were different, regarding to personality traits, ACHIEVEMENT MOTIVATION and ACADEMIC PERFORMANCE. Other findings showed that there were significant differences between four groups of students with different LEARNING STYLEs in terms of extraversion, openness to experience, agreeableness and conscientiousness, but in terms of neuroticism there was no difference between the different groups of students. In addition, students with accommodative LEARNING STYLE were more extraverted and open to experience than students with convergent LEARNING STYLE. Also, students with divergent LEARNING STYLE were higher in openness to experience, than students with convergent LEARNING STYLE, but also lower in assimilative LEARNING STYLE. Students with assimilative LEARNING STYLE were higher in agreeableness and conscientiousness than the convergent and divergent groups. More findings revealed that students with convergent LEARNING STYLE were higher in ACHIEVEMENT MOTIVATION and ACADEMIC PERFORMANCE than accommodative and divergent groups.

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APA: Copy

MOHAMMADZADEH ADMOLAIE, R., SHEHNI YAILAGH, M., & MEHRABIZADEH HONARMAND, M.. (2009). THE COMPARISON OF PERSONALITY TRAITS, ACHIEVEMENT MOTIVATION AND ACADEMIC PERFORMANCE OF MALE UNIVERSITY STUDENTS WITH DIFFERENT LEARNING STYLES. JOURNAL OF PSYCHOLOGICAL ACHIEVEMENTS (JOURNAL OF EDUCATION & PSYCHOLOGY), 16(1), 125-154. SID. https://sid.ir/paper/186619/en

Vancouver: Copy

MOHAMMADZADEH ADMOLAIE R., SHEHNI YAILAGH M., MEHRABIZADEH HONARMAND M.. THE COMPARISON OF PERSONALITY TRAITS, ACHIEVEMENT MOTIVATION AND ACADEMIC PERFORMANCE OF MALE UNIVERSITY STUDENTS WITH DIFFERENT LEARNING STYLES. JOURNAL OF PSYCHOLOGICAL ACHIEVEMENTS (JOURNAL OF EDUCATION & PSYCHOLOGY)[Internet]. 2009;16(1):125-154. Available from: https://sid.ir/paper/186619/en

IEEE: Copy

R. MOHAMMADZADEH ADMOLAIE, M. SHEHNI YAILAGH, and M. MEHRABIZADEH HONARMAND, “THE COMPARISON OF PERSONALITY TRAITS, ACHIEVEMENT MOTIVATION AND ACADEMIC PERFORMANCE OF MALE UNIVERSITY STUDENTS WITH DIFFERENT LEARNING STYLES,” JOURNAL OF PSYCHOLOGICAL ACHIEVEMENTS (JOURNAL OF EDUCATION & PSYCHOLOGY), vol. 16, no. 1, pp. 125–154, 2009, [Online]. Available: https://sid.ir/paper/186619/en

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