Predicting students'''' learning strategies based on their personality characteristics and resiliency

Authors

1 Associate Professor of Psychology of Lorestan University.

2 department of counseling, faculty of educational sciences and psychology, shahid Chamran University of Ahwaz

3 Associate Professor of Psychology of Lorestan University

4 PhD student of psychology of Lorestan University.

5 PhD student of psychology of Lorestan University

10.22098/JSP.2018.698

Abstract

 
The present correlational study aimed to investigate the relationship between high school students' learning strategies and their personality characteristics and resiliency. The population consisted of all female students in high schools in Delfan city among whom a sample of 250 participants were selected using multistage cluster sampling. To collect the data, we used the revised version of Eysenck Personality Questionnaire (EQP-R), Connor-Davidson' Resiliency Scale (CD-RISC), and motivated strategies questionnaire for learning (MSLQ). The findings indicated that the correlation among learning strategies components with some of personality characteristics were positive and others were negative. The correlation between anxiety components and learning cognitive strategies with neurotic personality characteristic were 0.33 and -0.21, respectively and the correlation between self-efficiency components, internal valuation, and self-regulation with psychotic personality characteristics were -0.26, -0.23 and -0.19, respectively and the correlation between self-efficacy components and the cognitive strategies with extraversion personality characteristic were 0.20 and 0.22, respectively. In addition to these findings, the correlation between resiliency and learning strategies was 0.64 and all correlations were significant at the level of p<0.001. The result of the regression analysis indicated that the used model for predicting the learning strategies was significant (F=15.82) and can explain the correlation among the variables with the determinant coefficient of R2=0.45 which means that the personality characteristics and resiliency can explain 45 percent of the variance of the learning strategies. According to the findings, it can be concluded that learning strategies are related to personality characteristics and resiliency of students and it is worthy that teachers pay attention to it while teaching.  

Keywords


بشارت، محمدعلی (1386). ویژگی‌های روان‌سنجی فرم فارسی سنجه تاب‌آوری. گزارش پژوهشی. دانشگاه تهران.
خرمائی، فرهاد و خیر، محمد (1385). بررسی مدل علی ویژگی‌های شخصیتی، جهت‌گیری‌های انگیزشی و راهبردهای شناختی و یادگیری، مجله علوم اجتماعی و انسانی دانشگاه شیراز، 25 (4) 97-79.
خورسندی، فریناز؛ کامکار، منوچهر و ملک پور، مختار (1389). رابطه پنج عامل عمده شخصیت و راهبردهای یادگیری خود- تنظیمی در دانش‌آموزان دختر و پسر دبیرستان شهر اهواز در سال تحصیلی 87-1386. مجله رویکردهای نوین آموزش،. 5 (2)، 64-41.
دارابی، حمید (1388). روان‌شناسی شخصیت. تهران: نشر آبیژ.
رحیمیان بوگر، اسحق و اصغر نژاد فرید، علی اصغر (1387). رابطه سرسختی روان‌شناختی و خود تاب‌آوری با سلامت روان در جوانان و بزرگ­سالان بازمانده زلزله شهرستان بم. مجله روان‌پزشکی و روان‌شناسی بالینی ایران، 14 (1)، 70-62.
رضویه، اصغر؛ لطیفیان، مرتضی و فولاد چنگ، محبوبه (۱۳۸۵). بررسی مقایسه‌ای تأثیر آموزش مهارت‌های خودگردانی و افزایش باورهای خودبسندگی بر کارکرد تحصیلی دانش‌آموزان دبیرستانی، مجله اندیشه‌های نوین تربیتی، ۳ (4)، ۲۵ - ۷.
رستم اوغلی، زهرا؛ طالبی جویباری، مسعود و پرزور، پرویز(1394). مقایسه سبکهای اسنادی و تاب آوری در دانش‌آموزان باختلال یادگیری. خاص ، نابینا و عادی.  مجله‌ی ناتوانی‌های یادگیری، 3(4)،55-39.
سبحانی نژاد، مهدی و عابدی، احمد (1385). بررسی رابطه بین راهبردهای خودتنظیم و انگیزش پیشرفت تحصیلی دانش‌آموزان دوره متوسطه شهر اصفهان با عملکرد تحصیلی آنان در درس ریاضی. فصل­نامه علمی پژوهشی روان‌شناسی دانشگاه تبریز، 1 (1)، 98-79.
کجباف، محمدباقر؛ مولوی، حسین و شیرازی تهرانی، علیرضا (1382)، بررسی رابطه باورهای انگیزشی و راهبردهای خود‌تنظیمی با عملکرد تحصیلی دانش‌آموزان دبیرستانی. تازه‌های علوم‌شناختی، 5 (1)، 33-27.
عسکری، سعید؛ زکی یی، علی و علیخانی، مصطفی (1390). رابطه ویژگی‌های شخصیتی (نوروزگرایی، روان گسسته خویی و برون گردی) و پایگاه مهار گری با آمادگی برای اعتیاد در میان دانشجویان پسر، مجله علوم روان‌شناختی، 40(10)، 498-485.
کاویانی، حسین؛ پور ناصح، مهرانگیز و موسوی، اشرف سادات (1384). هنجاریابی و اعتبار سنجی فرم تجدیدنظر شده پرسش‌نامه شخصیتی آیزنک در جمعیت ایرانی. مجلهروان‌شناسیو روان‌پزشکی بالینی ایران،11 (3)، 311-304.
میکائیلی، نیلوفر؛ گنجی، مسعود و طالبی جویباری، مسعود (1391). مقایسه تاب‌آوری، رضایت زناشویی و سلامت روان در والدین با کودکان دارای ناتوانی یادگیری و عادی. مجله‌ی ناتوانی‌های یادگیری، 2(1)،137-120.
محمد زاده، علی و برجعلی، احمد (1386). پرسش­نامه‌های صفات اسکیزوتایپی و شخصیت آیزنک، همگرایی و واگرایی دو دیدگاه روان پویشی. فصل­نامه تازه‌های علوم شناختی، 10 (2)، 28-21.
منصور، محمود (1376). نوجوان و تخدیر طلبی. مجله­ی روان‌شناسی، 1 (3)، 207-203.
مؤمنی، خدا مراد؛ حسینی، حسین؛ اکبری، مصطفی و کرمی، سمیرا (1392). نقش ویژگی‌های شخصیتی و تاب‌آوری در پیش‌بینی بهزیستی روان‌شناختی پرستاران. مجله علوم رفتاری، 7 (4)، 314-307.
Ahadi, B. & Narimani, M. (2010). Study of relationships between personality traits and education. Trakia Journal of Sciences, 8(3): 53-60.
Annalakshmi, N. (2008). The resilience individual–A Personality Analyises. Journal of Indian Academy of Applied Psychology, 34,110-118.
 Aoman, C. (2006). The effect of the use of self-regulation learning strategies on college student's performance and satisfaction in physical education, A Thesis subouchamitted in partial fulfillment of the requirements of degree doctor of education
Askari S, Zakiei A, Alikhani M. (2012). Personality characteristics and locus of control in relation to readiness for addiction among male university students. J Psychol Sci. 40(10):485–497. (Persian).
Banahene K. O., Anvuur, A. & Dainty, A. (2014). Conceptualizing organizational resilience: An investigation into project In: Raiden, AB and Aboagye-Nimo, E (Eds) process 30th Annual ARCOM conference, 13 September 2014, Portsmouth, UK, Association of Researchers construction management, 795-804.
Bernard, B. (1997). Drawing forth resilience in all our youth. Reclaiming children and youth, 6 (1), 29- 32
Besharat, M. A. (2007). Psychometric propertis of a persian version of the Resiliency Scale. Unpublished research report. Tehran: University of Tehran. (Persian).
Bidjerano, T. & Yun Dai, D. (2007) the relationship between the big five model of personality and self-regulated learning strategies. Learning and Individual Differences. 17 (3), 69-81.
Cefai, C. (2008). Promoting Resilience in the Classroom: A Guide to Developing Pupils’ Emotional and Cognitive Skills. Jessica Kingsley Publishers, London, UK
Darabi, H. (2010). Personality psychology. Thehran. Abiz publication. (Persian).
Entwistle, N. (1988). Motivational factors in students’ approaches to learning. In R. R. Schmeck (Ed.), Learning strategies and learning styles. (21­51). New York: Plenum Press.
Eysenk, H.J. (1998). Dimensions of Personality. New Brun swick, NJ: Transaction.-
Feggi, A., Gramaglia, C., Guerriera, C., Bert, F., Siliquini, R., & Zeppegno, P. (2016). Resilience, coping, personality traits, self-esteem and quality of life in mood disorder. European Psychiatry. 33 supplement.
Gomez, R., Gomez, A., & Cooper, A. (2002). Neuroticism and extraversion as predictors of negative and positive emotional information processing: comparing Eysenck's, Gray's and Newman's theories. European Journal of Personality, 16(5), 333–350
Haren, E. & Michell, C. W. (2003). Relationships between the five factor personality model and coping styles. Psychology & Education: An Interdisciplinary Journal, 40 (1), 38-46.
Isen, A.M. (2003). Positive affect, systematic cognitive processing, and behavior: Toward integration of affect, cognition, and motivation. In F.Dansereau & F.J. Yammarino (Eds.), Multi-level issues in organizational behavior and strategy, (p.55–62). Oxford, UK: JAI/Elsevier Science.
Jones, J.E. & Green, B.A. (2001). The relationships among self-regulation, motivation and personality traits of college students. Division C: Section 5: Holt. Reinhart & Winston pub.
Kabat-Zinn,J. (2005). Coming to our senses: Healing ourselves and world through mindfulness. Newyork Heperion.mathematics achievement, Group for the psychology of mathematics Education, 3, 321-328. Melbourne: PME.
Kajbaf, M.; Molavi, H.; Shirazi Tehrani, A. (2003). Correlation between motivational beliefs and self-regulation learning strategies with educational performance of high school students. Cognitive Science News; 5(1): 24-36. (Persian).
Kaviani H, Pournasseh M, Mousavi A S. (2005). Standardization and Validation of the Revised Eysenck Personality Questionnaire in the Iranian Population. IJPCP. 11 (3):304-311. (Persian).
Khan, B., Ahmed, A., & Abid, Gh. (2016). Using “Big-Five” for assess in personality traits of the Champions: An Insinuation for the sport Industry. Pakistan Journal of Commerce and Social Sciences, 10(1), 175-191.
 Khormaei F., Khayer M. (2007). A causal model of personality traits, motivational orientation and learning strategies among Shiraz guidance schools students. Journal of Social Sciences and Humanities of Shiraz University. 2007, 25, (4), 79 -97. (Persian).
khorsandi, F, kamkar, M; Malekpour, M. (2010). The relationship between the five major personality factors And self-regulated learning strategies in Male and female high school students in Esfahan In the academic year 2009, new approaches to Education journal, 5 (2), 41- 64. (Persian).
Lee, A.V., Vargo, J. & Servile, E. (2013). Developing a tool to measure and compare organization’s resilience. Natural Hazards Review. 14: 29-41.
Lee. J.K. (2008). The effect of self-regulated learning strategies and system satisfaction regarding learner's performance. Information and Management. 40, 133-140
Linenbrink, E, A & Pintrich, P.R, (2002). Motivation as enabler of academic success, school psychology Review. 31, 313-327.
Maia, Duerr. (2008). The use of meditation and Mindfulness practices of support Military care providers: Aprospectus. 2, 28-39.
Mansour, M. (1998). Adolescent and seeking drugs. Psychology journal. (1)3. 203-207. (Persian).
Martinez-marti, M.L., & Ruch, W. (2016). Character strengths predict resilience over and above positive affection, self-efficacy, optimism, social support, and self-esteem and life satisfaction. The Journal of positive psychology. 28(1).75-92.
Mirhashemi, M., & Goodarzi, H. (2016). Self-regulated learning strategies: The role of Personal factors (motivational beliefs and personality). Journal of Educational and management studies 4(1): 152-161
Meikaeilei, N., Ganji, M. & Talebi Joybari, M. (2012). A comparison of resiliency, marital satisfaction and mental health in parents of children with learning disabilities and normal children. Journal of Learning Disabilities, 2(1), 120-137. (Persian).
Mohammadzadeh, A. & Borjali, A. (2008). Schizotypal trait questionnaire (stq) versus Eysenck Personality Questionnaire (EPQ): divergence and convergence between two perspectives in psychosis. Advances in Cognitive Science. 10 (238), 21-28. (Persian).
Momeni, Kh., Hosseini, H., Akbari, M. & Karami, S. (2014). The role of personality traits and resiliency in prediction of nurses' psychological well-being. International Journal of Behavioral Sciences. 7(4), 297-305. (Persian).
Nahida, A., & Chatterjee, N. (2016). A study on relationships between blood groups and personality. International Journal of Home Science. 2(1):239-243.
Rahimian Bougar E, & Asgharnejad Farid A A. (2008). The Relationship among Psychological Hardiness, self-resiliency and Mental Health in Adolescent and Adult Survivors from Bam Earthquake. IJPCP. 14 (1):62-70. (Persian).
Razavieh A., Latifian, M. & Fouladchang, M. (2007). The Effects of Teaching Self-Regulation Strategies and Strengthening Self-Efficacy Beliefs on High School Students' Academic Performance. New Thoughts on Education. 3(4); 7 -25. (Persian).
Rostamoghli, Z., Talebi Joybari, M. & Porzoor, P. (2015). A comparison of attributional and resiliency style in students with specific learning disorders, blindness and normal. Journal of Learning Disabilities, 4(3), 39-55. (Persian).
Robbins, S.P., Judge, T.A. and Vohra, N. (2010). Organization Behavior, 14 Ed. Pearson Education India. pp.126.
Sambu, L. (2016). Perceived psychological resilience among the survivors of a tragedy in Kenya: A theoretical approach. The international Journal of Indian Psychology. 3: 2(6).
Sobhani Nejad, M. and Abedi, A. (2006). Studding the relations among self-regulating learning with motivation of academic performance. Quarterly of Psychology (Tabriz University). 1 (1), 79-97. (Persian).
Spada MM, Nikcevic AV, Moneta GB, Wells A. (2008). Metacognition, perceived stress, and negative emotion. Pers Indiv Diff; 44(5): 1172-81.
Tomar, R., & Singh, R. (2012). Aggression in Athletics: A comparative study. Ovidius University Annuals, Series physical Education/ sport/ Science. Moment and Health. 12 (1), 31-34.
Weimer, M. (2010). What it means to be a self-regulated learner. Taken Form.
Wells,A. (2009). Metacognitive Therapy for Anxiety and depression. The Guilford Press.
Zust, J.C., (2010). A cognitive path through resiliency. New York: Hyperion.