Moreira Paulo, Pedras Susana, Pombo Paula
Instituto de Psicologia e de Ciências da Educação [Institute of Psychology and Education], Universidade Lusíada-Norte, 4369-006 Porto, Portugal.
Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada-Norte, 4369-006 Porto, Portugal.
Eur J Investig Health Psychol Educ. 2020 Dec 6;10(4):1132-1149. doi: 10.3390/ejihpe10040079.
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 affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective 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 differential 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 as a vital societal resource for facing current and future challenges, such as sustainable development.
本研究旨在描述人格维度、学习方法和幸福感在学生学业成绩中的预测作用。共有602名学生参与了这项横断面研究，并完成了一系列评估人格、学习方法和幸福感的问卷。计算了两个指标来评估情感幸福感和非情感幸福感。结果部分支持了所提出的假设。结果显示，人格气质和性格维度、深度学习方法和情感幸福感是学业成绩的重要预测因素。深度学习方法是人格与学业成绩之间关系的完全中介和部分中介。这些结果有助于增进对人格、学习方法类型和幸福感类型对学业成绩的不同贡献的理解。认识到在控制学习方法类型和幸福感类型后，人格是学业成绩的最强预测因素，这告知学校政策制定者和决策者，鼓励青少年的人格发展对于提高学业成绩至关重要。这些结果也对各级教育政策和实践具有启示意义，包括强调幸福感作为一种教育资产的作用。理解人格、幸福感和教育之间的联系对于将教育概念化为应对当前和未来挑战（如可持续发展）的重要社会资源至关重要。
