在大学生中，与传统心理预测指标相比，“击掌模型”作为学业成绩预测指标的研究
The High Five Model as a predictor of academic performance over conventional psychological predictors in university students.
作者信息
Quito-Calle Jessica V, Cosentino Alejandro César
机构信息
Psychology Research Group (GIPSI-SIB), Faculty of Psychology, Universidad Politécnica Salesiana, Cuenca, Ecuador.
Department of Psychology, Faculty of Social Sciences, Universidad de Palermo, Buenos Aires, Argentina.
出版信息
Front Psychol. 2024 May 22;15:1383154. doi: 10.3389/fpsyg.2024.1383154. eCollection 2024.
INTRODUCTION
The High Five Model (HFM) categorizes five positive human characteristics-erudition, peace, joviality, honesty, and tenacity-utilizing an inductive psycholexic approach. This study examines the predictive power of HFM on academic performance among university students, hypothesizing that it surpasses conventional predictors such as academic motivation, exam anxiety, and academic procrastination.
METHODS
A non-experimental cross-sectional correlational design was implemented using a non-probabilistic convenience sample of 1,007 Ecuadorian university students (403 females). Self-reported measures of the "high factors," academic motivation, exam anxiety, and academic procrastination were collected. Linear regression analysis was utilized to evaluate the predictive capacity of the HFM on academic performance.
RESULTS
The analysis revealed that the high factors of the HFM significantly predict academic performance, demonstrating a stronger predictive ability than traditional psychological predictors.
DISCUSSION
The findings suggest that incorporating the HFM into academic settings could enhance understanding and prediction of student performance. This could potentially inform targeted interventions that leverage these high factors, thereby fostering better academic outcomes. Further research could explore the integration of the HFM with other educational strategies and its applicability across diverse educational contexts.
引言
“五优模型”（HFM）采用归纳心理词汇学方法对博学、平和、快乐、诚实和坚韧这五种积极的人类特质进行了分类。本研究考察了“五优模型”对大学生学业成绩的预测能力，假设它优于学术动机、考试焦虑和学业拖延等传统预测因素。
方法
采用非实验性横断面相关设计，以1007名厄瓜多尔大学生（403名女性）的非概率便利样本为研究对象。收集了关于“五优因素”、学术动机、考试焦虑和学业拖延的自我报告测量数据。采用线性回归分析来评估“五优模型”对学业成绩的预测能力。
结果
分析表明，“五优模型”的五个因素能显著预测学业成绩，其预测能力比传统心理预测因素更强。
讨论
研究结果表明，将“五优模型”纳入学术环境可以增强对学生成绩的理解和预测。这可能为利用这些积极因素的针对性干预措施提供依据，从而促进更好的学业成果。进一步的研究可以探索“五优模型”与其他教育策略的整合及其在不同教育背景下的适用性。
Zotero 插件