Correlation of Personality Traits and Academic Performance of Jordanian Medical Students: A Cross-Sectional Study

Yasar A. El-Sheikh, Katherine Miles, Eman Humaidat, Yazan Banat, Nada Ibrahim, Ghayd Suheimat
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Abstract

Differences in personality may have an impact on academic performance, however, academic assessments aim to measure knowledge, skills, and behavior domains rather than personality. To investigate the relation between personality traits and academic performance of medical students and evaluate if correlations between personality traits and examination scores are affected by gender or stage of study (pre-clinical versus clinical). This cross-sectional study used an online questionnaire to identify Big Five Model personality traits of medical students at the Hashemite University, Jordan. A stratified sampling technique, according to stage of study and gender, resulted in a sample of 307 medical students who completed the questionnaire. Grade Point Average (GPA) scores, as a measure of academic performance, were retrieved from the University database for each participant and data was analysed using SPSS 16.0. The correlation between personality traits and GPA score was investigated using Pearson coefficient. Two-way ANOVA testing investigated the effect of gender and stage of study and the interaction of these factors with personality traits on GPA. Only Conscientiousness had a significant positive correlation with GPA (r = .231, p < .001). Two-way ANOVA showed only Conscientiousness had a statistically significant effect on GPA (F (1, n=307) = 10.353, p = .001). Investigating the interaction between gender, stage of study and personality traits on GPA, showed only a statistically significant interaction effect between stage of study and openness on GPA (F (1, n=307) = 10.297, p =.001). Overall, personality traits did not unduly influence the assessment procedures, except a positive correlation of conscientiousness with academic performance and an interaction between openness and stage of study with academic performance. These findings, from a developing country, advance our understanding of correlations between personality traits and academic performance and may inform the development of equitable assessments in similar contexts worldwide.
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约旦医科学生人格特质与学业成绩的相关性:一项横断面研究
性格的差异可能会对学业表现产生影响,然而,学业评估的目的是衡量知识、技能和行为领域,而不是个性。探讨医学生人格特质与学业成绩的关系,并评价人格特质与考试成绩的相关性是否受到性别或学习阶段(临床前与临床)的影响。本横断面研究采用在线问卷调查的方式来确定约旦哈希姆大学医学生的五大典型人格特征。分层抽样技术,根据研究阶段和性别,导致样本 307 医学生谁完成了问卷。平均绩点(GPA)分数,作为学业成绩的衡量标准,从大学数据库中检索每个参与者,并使用SPSS 16.0分析数据。采用Pearson系数分析人格特质与GPA成绩的相关性。双因素方差分析分析了性别、学习阶段以及这些因素与人格特质的交互作用对GPA的影响。只有责任心与GPA呈显著正相关(r = 0.231, p < 0.001)。双因素方差分析显示,只有责任心对GPA有显著影响(F (1, n=307) = 10.353, p = .001)。在性别、学习阶段和人格特质对GPA的交互作用调查中,只有学习阶段和开放性对GPA的交互作用有统计学意义(F (1, n=307) = 10.297, p = 0.001)。总体而言,除了严谨性与学业成绩呈正相关,开放性和学习阶段与学业成绩呈正相关外,人格特质对评估程序没有过度影响。这些发现来自一个发展中国家,促进了我们对人格特质和学习成绩之间相关性的理解,并可能为在世界范围内类似背景下制定公平评估提供信息。
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来源期刊
Current Psychiatry Research and Reviews
Current Psychiatry Research and Reviews Medicine-Psychiatry and Mental Health
CiteScore
0.60
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0.00%
发文量
51
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