Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education

Detalhes bibliográficos
Autor(a) principal: Moreira, Paulo
Data de Publicação: 2020
Outros Autores: Pedras, Susana, Pombo, Paula
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11067/6350
https://doi.org/10.3390/ejihpe10040079
Resumo: Correspondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: paulomoreira@por.ulusiada.pt
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spelling Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and educationAcademic performancePersonalityLearning approachAffective well-beingNon-affective well-beingCorrespondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: paulomoreira@por.ulusiada.ptThe present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess a ective and non-a ective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and a ective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the di erential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize educationMDPI2022-06-21T17:43:51Z2022-06-212020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11067/6350https://doi.org/10.3390/ejihpe10040079http://hdl.handle.net/11067/6350engMoreira P, Pedras S, Pombo P. (2020). Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education. European Journal of Investigation in Health, Psychology and Education. 10(4):1132-11492254-9625http://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessMoreira, PauloPedras, SusanaPombo, Paulareponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-04T01:48:17Zoai:repositorio.ulusiada.pt:11067/6350Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:27:04.918963Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
title Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
spellingShingle Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
Moreira, Paulo
Academic performance
Personality
Learning approach
Affective well-being
Non-affective well-being
title_short Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
title_full Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
title_fullStr Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
title_full_unstemmed Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
title_sort Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education
author Moreira, Paulo
author_facet Moreira, Paulo
Pedras, Susana
Pombo, Paula
author_role author
author2 Pedras, Susana
Pombo, Paula
author2_role author
author
dc.contributor.author.fl_str_mv Moreira, Paulo
Pedras, Susana
Pombo, Paula
dc.subject.por.fl_str_mv Academic performance
Personality
Learning approach
Affective well-being
Non-affective well-being
topic Academic performance
Personality
Learning approach
Affective well-being
Non-affective well-being
description Correspondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: paulomoreira@por.ulusiada.pt
publishDate 2020
dc.date.none.fl_str_mv 2020-01-01T00:00:00Z
2022-06-21T17:43:51Z
2022-06-21
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/11067/6350
https://doi.org/10.3390/ejihpe10040079
http://hdl.handle.net/11067/6350
url http://hdl.handle.net/11067/6350
https://doi.org/10.3390/ejihpe10040079
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Moreira P, Pedras S, Pombo P. (2020). Students’ personality contributes more to academic performance than well-being and learning approach : implications for sustainable development and education. European Journal of Investigation in Health, Psychology and Education. 10(4):1132-1149
2254-9625
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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