Proceedings of The 9th International Conference on Humanities, Psychology and Social Sciences
Personality Predictors of Azerbaijani Pupils’ and Students’ Academic Achievements
Implicit theories of personality and intelligence, goal orientations as well as Big-Five Personality Traits constitute an important part of the complex system of personality predictors of academic achievement. 77 pupils and 70 students participated in the study. The Implicit Theories Inventory and Ten Item Personality Measure (TIPI) were utilized to find which factors influence academic success in Azerbaijani schools and universities. A strong positive correlation was found between learning performance, mastery goals and academic self-concept with academic achievement among the student sample. Although no correlation was found with the big five traits, regression analysis demonstrated that big five indicators such as lower scores of agreeableness and neuroticism make a significant contribution to academic performance. These results confirm that students who value the learning process and believe that intelligence is a developmental phenomenon tend to achieve great success in their studies. It also explains that non-impulsive, non-sensitive students who are ready for discussions and critical assessments are more successful learners. Furthermore, these personal indicators not being predictors of pupils’ achievements shows that they are formed with age and within specific social contexts.
Keywords: academic achievement, education success rate, five factor model, implicit theories of intelligence and personality, personality traits.