ABSTRACT

Understanding factors associated with achievement and mechanisms underlying their relationships is critical for planning interventions and services to improve students’ performance and meet their needs. In the present study, the authors examined the predictive role of three Big Five personality traits (conscientiousness, agreeableness, and openness to experience) on academic achievement within the sample of gifted students. Self-regulatory efficacy and autonomous and controlled types of motivation served as mediators in these relationships. Data were collected from 161 gifted middle and high school students. All three personality traits had direct associations with academic achievement. The indirect associations through specific pathways were estimated. Conscientiousness was mediated by self-regulatory efficacy and autonomous motivation, whereas openness was mediated by controlled motivation and autonomous motivation.

摘要

了解与成就相关的因素以及与他们之间关系的潜在机制对于计划干预措施和服务以提高学生的表现并满足他们的需求至关重要。在本研究中，作者检验了三大五种人格特质（尽责，乐于助人和开放的经验）对资优学生样本中学业成绩的预测作用。在这些关系中，自我调节的功效以及自主和受控的动机类型充当了中介。数据收集自161名资优中学生。这三个人格特质都与学业成绩有直接联系。估计通过特定途径的间接关联。尽责是由自我调节效能和自主动机所介导的，