Volume 2, Issue 3 (September 2020)                   IEEPJ 2020, 2(3): 200-207 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Soheili M, Kazemi S, Sohrabi Shekofti N, Barzegar M. (2020). A Causal Model of Parents' Personality Traits and Academic Performance with the Mediating Role of Academic Buoyancy. IEEPJ. 2(3), 200-207. doi:10.29252/ieepj.2.3.200
URL: http://ieepj.hormozgan.ac.ir/article-1-212-en.html
1- PhD student, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht
2- Department of Psychology,Marvdasht Branch, Islamic Azad University, Marvdasht
3- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht
Abstract:   (2189 Views)
This study aimed to present a relationship model between parenting styles and parental personality traits and academic performance with the mediating role of academic buoyancy in high school students. The study was a descriptive correlation and its statistical population included all male and female high school students in Fasa in the academic year of 2018-19 and their parents, among whom using a multi-stage cluster random sampling method. A total of 493 students (248 boys and 245 girls) were selected and the data were collected using NEO_FFI Five Personality Factor Scale, Academic Performance Scale, and Academic Buoyancy Scale. Findings from structural equation modeling showed that academic buoyancy mediates the relationship between personality traits and academic performance. The study model predicted 46% of the variance changes in the criterion variable. Examining the fit of the model through the fit indices showed a suitable and acceptable fit of the model.
Full-Text [PDF 241 kb]   (1167 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2020/05/16 | Accepted: 2020/08/31 | Published: 2020/08/31

References
1. Bauer, K. W., & Liang, Q. (2003). The effect of personality and precollege characteristics on first-year activities and academic performance. Journal of college student development, 44(3), 277-290. [DOI:10.1353/csd.2003.0023]
2. Chamorro‐Premuzic, T., & Furnham, A. (2003). Personality traits and academic examination performance. European journal of Personality, 17(3), 237-250. [DOI:10.1002/per.473]
3. Collie, R. J., Martin, A. J., Bottrell, D., Armstrong, D., Ungar, M., & Liebenberg, L. (2017). Social support, academic adversity and academic buoyancy: a person-centred analysis and implications for academic outcomes. Educational Psychology, 37(5), 550-564. [DOI:10.1080/01443410.2015.1127330]
4. Colmar, S., Liem, G. A. D., Connor, J., & Martin, A. J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students. Educational Psychology, 39(8), 1068-1089. [DOI:10.1080/01443410.2019.1617409]
5. Dortaj, F., Mousavi, H., & Rezaei, P. (2013). Exam anxiety and its relationship with demographic factors among new students in Hormozgan University of Medical Sciences. Hormozgan Medical Journal, 17(4), 365-374.
6. Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., & Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295-308. [DOI:10.1016/j.jsp.2014.04.001]
7. Ghorbani, E., Zahrakar, K., & Mohsenzadeh, F. (2020). The effectiveness of rational emotive behavior therapy-based education in students' academic burnout and buoyancy. PSYCHOLOGY AND EDUCATION, 57(2), 95-100.
8. Hakimi, S., Hejazi, E., & Lavasani, M. G. (2011). The relationships between personality traits and students' academic achievement. Procedia-Social and Behavioral Sciences, 29, 836-845. [DOI:10.1016/j.sbspro.2011.11.312]
9. Hazrati-Viari, A., Rad, A. T., & Torabi, S. S. (2012). The effect of personality traits on academic performance: The mediating role of academic motivation. Procedia-Social and Behavioral Sciences, 32, 367-371. [DOI:10.1016/j.sbspro.2012.01.055]
10. Jahedizadeh, S., Ghonsooly, B., & Ghanizadeh, A. (2019). Academic buoyancy in higher education. Journal of Applied Research in Higher Education. [DOI:10.1108/JARHE-04-2018-0067]
11. Joshanloo, M., Daemi, F., Bakhshi, A., Nazemi, S., & Ghafari, Z. (2010). Construct validity of NEO-personality inventory-revised in Iran. Iranian Journal of Psychiatry and Clinical Psychology, 16(3), 220-230.
12. MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150. [DOI:10.1037/bul0000219]
13. Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring 'everyday'and 'classic'resilience in the face of academic adversity. School Psychology International, 34(5), 488-500. [DOI:10.1177/0143034312472759]
14. Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1), 86-107. [DOI:10.1111/bjep.12007]
15. Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80(3), 473-496. [DOI:10.1348/000709910X486376]
16. Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370. [DOI:10.1080/03054980902934639]
17. Martin, A. J., & Marsh, H. W. (2020). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development, 44(4), 301-312. [DOI:10.1177/0165025419885027]
18. Mayer, J. D. (2007). Asserting the definition of personality. The online newsletter for personality science, 1(1), 1-4.
19. Miller, S., Connolly, P., & Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research, 62, 239-248. [DOI:10.1016/j.ijer.2013.05.004]
20. Motowidlo, S. J., Hooper, A. C., & Jackson, H. L. (2006). Implicit policies about relations between personality traits and behavioral effectiveness in situational judgment items. Journal of Applied Psychology, 91(4), 749. [DOI:10.1037/0021-9010.91.4.749]
21. Poropat, A. E. (2014). A meta‐analysis of adult‐rated child personality and academic performance in primary education. British Journal of Educational Psychology, 84(2), 239-252. [DOI:10.1111/bjep.12019]
22. Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, 25(3), 349-358. [DOI:10.1080/10615806.2011.582459]
23. Putwain, D. W., & Daly, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157-162. [DOI:10.1016/j.lindif.2013.07.010]
24. Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2016). 'Sink or swim': buoyancy and coping in the cognitive test anxiety-academic performance relationship. Educational Psychology, 36(10), 1807-1825. [DOI:10.1080/01443410.2015.1066493]
25. Putwain, D. W., Wood, P., & Pekrun, R. (2020). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology. [DOI:10.1037/edu0000637]
26. Rezaei Gazki, P., Delavar, A., & Samavi, A. (2019). Does Academic Commitment Affect the Learners' Progress through Academic Buoyancy? A Structural Equation Model. Iranian Evolutionary and Educational Psychology Journal, 1(3), 196-203. [DOI:10.29252/ieepj.1.3.196]
27. Walters, C., & Pintrich, P. PR (2001) Contextual differences in student motivation and self-regulated learning in mathematics, english and social studies classrooms. Metacognition in Learning and Instruction: Theory, Research and Practice, 103-124. [DOI:10.1007/978-94-017-2243-8_6]

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.