USING PSYCHOMETRIC PROFILES TO PREDICT STUDENT ACADEMIC AND ACHIEVEMENT AND IMPROVEPEDAGOGY, CURRICULUM DESIGN AND DEVELOPMENT
Presented by Stoney Kudel at the Faculty of Business meeting, Thursday April 24, 2008
Personality factors
Character traits
Self-efficacy
Self-management2
Personality Factors Associated Character Traitsextroversion gregarious, assertive and sociableagreeableness co-operative, warm, generous and
agreeable
conscientiousness hard-working, organized, goal-oriented, decisive and dependable
emotional stability (neuroticism)
calm, self-confident, and cool (high emotional stability)anxious, hostile depressed (neuroticism or low emotional stability)
openness to experience
creative, curious and perceptive
(Adapted from Sniderman, Bulmash, Nelson and Quick, 2007 and McShane, 2006)
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SELF-EFFICACY
Levels of confidence (self-beliefs) individuals have in their ability to complete certain courses of action or achieve specific outcomes or goals
Influences: Choice of behaviours Effort and persistence Thought patterns and emotions Self-confidence generally results in successful
outcomes
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SELF-MANAGEMENT CHARACTERISTICS
Determine academic goals, objectives, and expectations
Identify appropriate behaviours or activities to achieve academic goals and objectives
Make and keep commitments to achieve those academic behaviours or activities
Self-evaluate their performance of the behaviours and activities that will lead to the achievement of academic goals and objectives
Seek support and/or resources for self-improvement and academic development
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Self-Efficacy Components
Academic/Business Success Characteristics
Psychometric Profile Character Trait Measures
confidence (self-belief) in ability to complete tasks and achieve goals
conscientiousness, intellectual efficiency (self-confidence/need for achievement), achievement-striving, self-discipline, set goals, be accountable, communicate clearly
self-management, motivational profile, self-confidence, self-directedness, environmental fit, independence, achievement
effort conscientiousness, show interest, initiative and effort, work independently or in a team, manage time and resources, problem-solving
analytical orientation, environmental fit, motivational profile, enterprising, achievement, team orientation, enterprising, people orientation, listening style
persistence conscientiousness, show interest, initiative and effort, work independently or in a team
analytical orientation, motivational profile, achievement, people orientation, independence
resilience to adversity
emotional stability, manage conflict comfort with conflict, lifestyle management, self-confidence, acquiescence, relaxed
positive/negative mindset
extraversion, agreeableness, openness to experience
social orientation, approach to networking/self-promotion, commitment to career, acquiescence, relaxed
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HYPOTHESES
Students who strongly manifest self-management characteristics will demonstrate a higher level of academic success.
Specific self-management characteristics are more strongly correlated to student academic success than others.
Students who manifest strong self-management character traits are more likely to demonstrate a higher level of competency in all areas identified as essential employability skills, and are more likely to be motivated to learn and to use those skills more quickly and more appropriately.
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FINDINGS TO DATE
Self-efficacy affects goal-setting, which influences self-evaluation, self-satisfaction, commitment and effort, which in turn affect outcome expectations, goal implementation and academic performance.
Early identification of students who are at risk for poor academic performance could be facilitated by the use of assessment instruments that focus on relatively stable aspects (i.e. personality) of the student
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FINDING TO DATE Understanding a student’s character traits
we may determine which students are more likely to have higher levels of self-efficacy than those who do not.
Personality also has an impact on how students learn, and understanding this is very important as academic success may be increased if personality and success characteristics are taken into account.
The quality of a student’s learning experience, especially in the first year, is an important indicator of students’ academic adjustment and of their chances of persevering in college.
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