Personality Types and Academic Achievement Motivation as Correlates of College Academic Performance
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Date
1992
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Addis Ababa University
Abstract
Different research outcomes indicate that noncognitive variables play important
roles in detemlining students success or failure in educational activities. The present
study aimed at the investigation of the effects of some of these noncognitive variables
on college academic performance of our students. More specifically, the purpose of this
study was to investigate the relationship between personality types, academic
achievement motivation, status on admission and academic performance of college
students. A separate and combined effect of each of the independent variable on
academic performance was scrntinized. Two hundred thirty nine second year diploma
students of KCTE were selected randomly. Data on personality variables and academic
achievement motivation were obtained from MPI and AAM Self-Report inventory
administered to these subjects. Students' personal documents and academic records
were consulted in order to get data concerning status on admission and academic
performance. Data were analyzed using chi-square test of independence, analysis of
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variance, and stepwise regression analysis. The results of statistical analysis indicated
that both personality dimensions (Introversion/Extraversion and Stability -Neuroticism)
and personality types (stable introversion, stable extraversion, unstable introversion, and
unstable extraversion) failed to have significant relationshop with CGPA of the subjects.
Above average academic achievement motivation is found to be a factor in academic
success. Status on admission is also found to affect academic excellence where the
nonregulars were found to be inferior in their academic performance and as well as in
their academic achievement motivation. Taken as a whole personality types, academic
achievement motivation, and status on admission are found to have significant
relationship with first year CGPA of the subj ects. Since the result of this study signals
to the educationalists as to the importance of noncognitive variables, further research
aimed at investigating the importance of noncognitive variables in the process of
education is recommended.
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Keywords
Personality Types, Academic Achievement