A Dispositional Approach to Examine the Impact towards Students Stressors in Indian Context

IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Journal of Educational Cultural and Psychological Studies Pub Date : 2016-12-16 DOI:10.7358/ECPS-2016-014-THER
C. Therasa, C. Vijayabanu
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引用次数: 1

Abstract

The current study explored the relationship between big five personality factors and various stressors of the students who are undergraduate, postgraduate and research scholars from nine colleges in North Chennai. The study is based on quantitative data with descriptive research design. The 20-item personality inventory developed by Donnellen et al. (2006) was used to analyse their personality and the stressors was measured using MSSQ (Medical Student Stressor Questionnaire) scale developed by Yusoff (2011). A total of 250 students were selected as respondents using cluster random sampling technique. It revealed a significant positive relationship with neuroticism and three types of stressors (academic, inter and intra personal and social). It also throws light on the personality trait, namely openness to experience played a major role in predicting the academic performance (CGPA). Through regression, it can be concluded that personality has a significant positive relationship with both academic and social stressors. The findings will provide appropriate measures for educators by realizing the importance of personality the student possesses and applying suitable strategies for them to improve their academic performance. The dispersal of the study’s findings will significantly help students and the educators in the region.
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一种倾向的方法来研究对印度背景下学生压力源的影响
本研究探讨了北金奈九所高校本科生、研究生和研究学者的五大人格因素与各种压力源的关系。本研究以定量数据为基础,采用描述性研究设计。采用Donnellen等(2006)开发的20项人格量表进行人格分析,采用Yusoff(2011)开发的医学生压力源问卷(MSSQ)量表进行压力源测量。采用整群随机抽样的方法,选取250名学生作为调查对象。结果表明,压力与神经质和三种压力源(学术压力、人际压力和社会压力)呈显著正相关。它还揭示了人格特质,即对经验的开放性在预测学习成绩(CGPA)方面发挥了重要作用。通过回归分析,人格与学业压力源和社会压力源均存在显著正相关。研究结果将为教育工作者提供适当的措施,使他们认识到学生个性的重要性,并采取适当的策略来提高他们的学习成绩。研究结果的传播将极大地帮助该地区的学生和教育工作者。
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11
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