Personality and approaches to learning predict preference for different teaching methods

Learning and Individual Differences

Volumn 17, Issue 3, 2007, Pages 241-250

  Chamorro Premuzic, Tomas ^a   Furnham, Adrian ^b   Lewis, Martin ^b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

Academic performance; Approaches to learning; Big Five; Biggs

Indexed keywords

EID: 34548046002     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2006.12.001     Document Type: Article

References (21)

1. Arbuckle J.L. Amos 5.0 update to the Amos user's guide (2003), SPSS, Chicago, IL
2. Biggs J.B. Study process questionnaire manual (1987), Australian Council for Educational Research, Hawthorn, Vic
3. Biggs J.B. Why and How do Hong Kong Students learn? Using the Learning and Study Process Questionnaires. Education Paper No 14. Faculty of Education, The University of Hong-Kong (1992)
4. Chamorro-Premuzic T., and Furnham A. Neuroticism and 'special treatment' in examinations. Social Behaviour and Personality 30 (2002) 807-813
5. Chamorro-Premuzic T., and Furnham A. Personality predicts academic performance: Evidence from two longitudinal studies on British University students. Journal of Research in Personality 37 (2003) 319-338
6. Chamorro-Premuzic T., and Furnham A. Personality traits and academic exam performance. European Journal of Personality 17 (2003) 237-250
7. Chamorro-Premuzic T., and Furnham A. A possible model to understand the personality-intelligence interface. British Journal of Psychology 95 (2004) 249-264
8. Chamorro-Premuzic T., and Furnham A. Personality and intellectual competence (2005), Lawrence Erlbaum Associates, Mahwah
9. Chamorro-Premuzic T., Furnham A., Dissou G., and Heaven P. Personality and preference for academic assessment: A study with Australian University students. Learning and Individual Differences 15 (2005) 247-256
10. Costa Jr. P.T., and McCrae R.R. Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual (1992), Psychological Assessment Resources, Odessa, FL
11. Duff A. Quality of learning on an MBA programme: The impact of approaches to learning on academic performance. Educational Psychology 23 (2003) 123-139
12. Duff A., Boyle E., and Dunleavy J.F. The relationship between personality, approach to learning and academic performance. Personality and Individual Differences 36 (2004) 1907-1920
13. Fox R.A., McManus I.C., and Winder B.C. The shortened Study Process Questionnaire: An investigation of its structure and longitudinal stability using confirmatory factor analysis. British Journal of Educational Psychology 71 (2001) 511-530
14. Furnham A. The relationship of personality and intelligence to cognitive learning style and achievement. In: Saklofske D., and Zeidner M. (Eds). International handbook of personality and intelligence (1995), Plenum Press, New York 397-413
15. Furnham A., and Chamorro-Premuzic T. Individual differences and beliefs concerning preferences for university assessment methods. Journal of Applied Social Psychology 35 (2005) 1968-1994
16. Furnham A., Chamorro-Premuzic T., and McDougall F. Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences 14 (2003) 47-64
17. Goldberg L.R. An alternative description of personality: The Big Five factor structure. Journal of Personality and Social Psychology 59 (1990) 1216-1229
18. Matthews G., Deary I.J., and Whiteman M.C. Personality traits. (2nd edition). (2003), Cambridge University Press, Cambridge
19. Zhang L. University students' learning approaches in three cultures: An investigation of Bigg's 3P model. Journal of Psychology 134 (2000) 37-55
20. Zhang L. Does the Big Five predict learning approaches?. Personality and Individual Differences 34 (2003) 1431-1446
21. Zhang L. Learning approaches and career personality types: Biggs and Holland united. Personality and Individual Differences 37 (2004) 65-81