Dong Xin, Kalugina Olga A, Vasbieva Dinara G, Rafi Arslan
School of Marxism, Zhuhai College of Science and Technology, Zhuhai, China.
Department of English for Professional Communication, Financial University Under the Government of the Russian Federation, Moscow, Russia.
Front Psychol. 2022 Jun 14;13:894570. doi: 10.3389/fpsyg.2022.894570. eCollection 2022.
The purpose of this study was to examine the role of personality traits on academic performance. Furthermore, this study also aims at exploring the effects of virtual experience (mediator) and emotional intelligence (moderator) between personality traits and academic performance of the students. The findings imply that personality traits are the strong predictors of better academic performance. However, several personality traits do not have a positive impact on the academic performance. The study further suggests that students who have emotional abilities and virtual experience are more likely to perform well in their academics. The population of this research consists of students in various colleges and universities in developing regions. Thus, the sample consists of bachelor's and master's students. Existing scales are adopted with minor changes to make it more suitable and understandable within the study context. A total of 319 questionnaires were distributed. Among these 365 questionnaires, 234 questionnaires were received and further used for the purpose of data analysis. This shows an encouraging response from the targeted sample. Education and productivity of the students are influenced by their personality as well as their emotional intelligence abilities. The findings imply that being extrovert is a strong predictor of student achievement and should be prioritized in intervention strategies. This personality feature is responsible for performance in addition to virtual learning experience. Despite its low overall relative value, agreeableness is a significant driver of student achievement. Along with ability and aptitude assessments, personality evaluations might be utilized as a secondary screening tool to identify adolescents at risk of underperformance and academic performance failure. Therefore, learning emotional skills would be beneficial to cope the modern challenges of the competitive educational environment. Virtual experience and being emotionally sound can help students to learn quickly and to be more adaptive into the new world of digitalization. The conclusions of the current study have significant consequences for educators and policymakers. They must accept that boosting emotional intelligence levels through teaching or training is a significant objective of contemporary education. The emotional intelligence abilities of the students related to culture may be shown in a variety of ways, from expectations toward students to interpersonal interactions with students, and from teaching techniques to evaluation methods.
本研究的目的是考察人格特质对学业成绩的作用。此外，本研究还旨在探究虚拟体验（中介变量）和情商（调节变量）在学生人格特质与学业成绩之间的影响。研究结果表明，人格特质是学业成绩更优的有力预测指标。然而，有几种人格特质对学业成绩并无积极影响。该研究进一步表明，具备情感能力和虚拟体验的学生在学业上更有可能表现出色。本研究的对象是发展中地区各高校的学生。因此，样本包括本科生和硕士生。采用现有量表并稍作修改，使其在研究背景下更合适、更易懂。共发放了319份问卷。在这365份问卷中，回收了234份问卷，并进一步用于数据分析。这显示出目标样本令人鼓舞的反馈。学生的教育和学习效率受到其人格以及情商能力的影响。研究结果表明，外向是学生学业成就的有力预测指标，应在干预策略中予以优先考虑。除了虚拟学习体验外，这种人格特征也对学业表现有影响。尽管宜人性的总体相对价值较低，但它是学生学业成就的重要驱动因素。除了能力和资质评估外，人格评估可作为一种辅助筛选工具，以识别学业表现不佳和学业失败风险较高的青少年。因此，学习情感技能将有助于应对竞争激烈的教育环境带来的现代挑战。虚拟体验和良好的情绪状态有助于学生快速学习，并更好地适应数字化的新世界。本研究的结论对教育工作者和政策制定者具有重大影响。他们必须认识到，通过教学或培训提高情商水平是当代教育的一项重要目标。学生与文化相关的情商能力可能会通过多种方式体现出来，从对学生的期望到与学生的人际互动，从教学方法到评估方式。
