Learning approaches: Associations with Typical Intellectual Engagement, intelligence and the Big Five

Personality and Individual Differences

Volumn 53, Issue 5, 2012, Pages 720-723

  von Stumm, Sophie ^a   Furnham, Adrian F ^b  

^a UNIVERSITY OF EDINBURGH   (United Kingdom)

^b UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

Big Five; Intelligence; Learning approaches; Typical Intellectual Engagement

Indexed keywords

EID: 84863779702     PISSN: 01918869     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.paid.2012.05.014     Document Type: Article

References (17)

1. Arbuckle J.L. Full information estimation in the presence of incomplete data. Advanced structural equation modeling: Issues and techniques 1996, 243-277. Erlbaum, Hillsdale, NJ. G.A. Marcoulides, R.E. Schumacker (Eds.).
2. Arteche A., Chamorro-Premuzic T., Ackerman P., Furnham A. Typical Intellectual Engagement as a by product of openness, learning approaches and self-assessed intelligence. Educational Psychology 2009, 29:357-367.
3. Biggs J. Student approaches to learning and studying 1987, Australian Council for Educational Research, Melbourne.
4. Chamorro-Premuzic T., Furnham A. Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences 2008, 44:1596-1603.
5. Chamorro-Premuzic T., Furnham A. Mainly Openness: The relationship between the Big Five personality traits and learning approaches. Learning and Individual Differences 2009, 19:524-529.
6. Costa P.T., 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.
7. Duff A. The role of cognitive learning styles in accounting education. Journal of Accounting Education 2004, 22:29-52.
8. Duff A., Boyle E., Dunleavy J.F., Ferguson J. The relationship between personality, approach to learning and academic performance. Personality and Individual Differences 2004, 36:1907-1920.
9. Fox R., McManus I., Winder B. The shortened study process questionnaire. British Journal of Educational Psychology 2001, 71:511-530.
10. Furnham A. Personality and approaches to learning. Handbook of Individual Differences 2011, Wiley-Blackwell, Chichester, UK. T. Chamorro-Premuzic, S. von Stumm, A. Furnham (Eds.).
11. Furnham A., Monsen J., Ahmetoglu G. Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance. British Journal of Educational Psychology 2009, 79:769-782.
12. Goff M., Ackerman P.L. Personality-intelligence relations: Assessment of typical intellectual engagement. Journal of Educational Psychology 1992, 84:537-553.
13. Haggis T. Constructing images of ourselves? A critical investigation into approaches to learning research in higher education. British Educational Research Journal 2003, 29:89-104.
14. von Stumm S., Hell B., Chamorro-Premuzic T. The hungry mind: Intellectual curiosity is the third pillar of academic performance. Perspectives on Psychological Science 2011, 6:574-588.
15. Wechsler D. Manual for the Wechsler adult intelligence scale-Revised 1981, Psychological Corporation, New York.
16. Wonderlic E. Wonderlic Personnel Test 1992, Libertyville Press, Illinois.
17. Zhang L. Does the Big Five predict learning approaches?. Personality and Individual Differences 2003, 43:1635-1639.