Australian College of Applied Psychology, Sydney, Australia.
University of Notre Dame Australia, Fremantle, Australia.
Brain Behav. 2022 Aug;12(8):e2673. doi: 10.1002/brb3.2673. Epub 2022 Jul 14.
Personality differences have been demonstrated to influence an individual's academic performance in different ways. Notably, conscientiousness is the most consistent significant predictor of academic performance, while neuroticism shows inconsistent results.
This study aimed to determine the relationship between the facets of conscientiousness and neuroticism on academic motivation.
The study was conducted in Australia and consisted of 285 undergraduate students. The International Personality Item Pool and Motivated Strategies Learning Questionnaire were used to measure personality and motivation, respectively. Structural equation modeling results revealed that conscientiousness had the most significant relationship with academic motivation, while neuroticism was negatively related. The conscientious facets of self-efficacy and achievement striving were positively related to academic motivation. The results also revealed that the anxiety facet of neuroticism was the only significant positive predictor for academic motivation, while depression and vulnerability were negatively related.
This study reveals how personality facets contribute to academic motivation over assessing grades and superordinate factors alone. Trait-level anxiety significantly contributes to academic motivation, helping us shed light on underlying mechanisms such as defensive pessimism, resulting in higher motivation due to fearing the worst.
个性差异已被证明以不同的方式影响个体的学业表现。值得注意的是，尽责性是学业表现最一致的显著预测因素，而神经质则显示出不一致的结果。
本研究旨在确定尽责性和神经质的各个方面与学习动机之间的关系。
该研究在澳大利亚进行，共有 285 名本科生参与。使用国际人格项目池和动机策略学习问卷分别测量人格和动机。结构方程模型的结果表明，尽责性与学习动机的关系最密切，而神经质则呈负相关。尽责性的自我效能和成就追求方面与学习动机呈正相关。研究结果还表明，神经质的焦虑方面是学习动机的唯一显著正向预测因素，而抑郁和脆弱性则呈负相关。
本研究揭示了个性特征如何在评估成绩和上级因素之外对学习动机产生影响。特质水平的焦虑对学习动机有显著贡献，帮助我们深入了解防御性悲观主义等潜在机制，由于担心最坏的情况而导致更高的动机。
