Big Five personality traits as predictors of the academic success of university and college students in early childhood education
Big Five personality traits as predictors of the academic success of university and college students in early childhood education
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大五人格特质作为幼儿教育中大学生学业成功的预测因素
DOI：
10.1080/02607476.2015.1080419
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发表时间：
2015
影响因子：
4
通讯作者：
中科院分区：
文献类型：
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作者：
幼儿教师教育的学术成功很重要，因为它为职业发展提供了专业能力，教育实践质量以及职业成功的基础。因此，确定可以解释学业成功差异的因素是一项重要的研究任务。先前的研究表明，即使其他预测因素已经被考虑在内，大五人格特质也可以预测高等教育中的学业成功。然而，缺乏关于儿童早期教育学生的研究。因此，本研究调查了大五对德国正在学习幼儿教育的大学生学业成功的影响。研究对象为567名大学生和270名大学生。几个社会人口变量和离校平均成绩点（GPA）作为控制。正如假设的那样，具有更高勤奋的学生也有更好的学院和大学GPA。此外，更高的责任感与更高的学习满意度相关，但仅适用于大学生。出乎意料的是，神经质并没有负相关的学习满意度。此外，还有关于宜人性、外倾性、神经质和开放性的探索性发现。研究结果进行了讨论方面的影响，研究和实践。特别是，在幼儿教育的学生准备方面的后果进行了讨论。
Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task. Previous research has indicated that the Big Five personality traits can predict academic success in tertiary education even when other predictors have been accounted for. However, there is a lack of research regarding students in early childhood education. Therefore, this study investigated the effects of the Big Five on the academic success of college and university students in Germany who were studying early childhood education. Data from 567 college students and 270 university students were used. Several socio-demographic variables and the school-leaving Grade Point Average (GPA) served as controls. As hypothesised, students with higher conscientiousness also had better college and university GPAs. Furthermore, higher conscientiousness was associated with higher study satisfaction but only for college students. Unexpectedly, neuroticism was not negatively related to study satisfaction. In addition, there were exploratory findings concerning the effects of agreeableness, extraversion, neuroticism and openness. The findings are discussed with respect to implications for research and practice. In particular, the consequences with regard to the preparation of students in early childhood education are discussed.
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广义和狭义人格特质与大学生一般和特定领域生活满意度的调查
影响因子：
2.1
作者：
J. Lounsbury;R. Saudargas;Lucy W. Gibson;Frederick T. L. Leong
通讯作者：
Frederick T. L. Leong
幼儿教育中游戏教学法和持续共享思维的概念化进展：维果茨基的观点
DOI：
--
发表时间：
2009
期刊：
Educational & Child Psychology
影响因子：
--
作者：
I. Siraj‐Blatchford
通讯作者：
I. Siraj‐Blatchford
大五人格与大学学业成功关系的元分析
DOI：
--
发表时间：
2007
期刊：
影响因子：
--
作者：
Sabrina Trapmann;Benedikt Hell;Jan;H. Schuler
通讯作者：
H. Schuler
影响因子：
3.3
作者：
Hahn, Elisabeth;Gottschling, Juliana;Spinath, Frank M.
通讯作者：
Spinath, Frank M.
未来的幼儿教育工作者有多外向、开放、随和、认真、神经质？
影响因子：
1.4
作者：
通讯作者：
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