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6 results

  • Determining associations between Big Five personality traits and executive function in an undergraduate student sample

  • Emma Quarles, Samuel J. West, Larry Keen
  • Journal:
    Journal of the International Neuropsychological Society , First View
    Published online by Cambridge University Press:
    10 December 2024, pp. 1-8
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  • Objective

    The present study sought to determine the associations between executive functioning and Big Five personality traits in an undergraduate sample.

    Method:

    Participants included 200 undergraduates (73% women), with a mean age of approximately 21 years. Participants completed the Big Five Inventory-44 and a psychological assessment battery, which included the Trail Making Test and the Semantic Fluency Test.

    Results:

    Results from multiple regression analyses suggested agreeableness was negatively associated with Semantic Fluency – Animals (β = −0.310, p < 0.001). Moreover, conscientiousness was positively associated with Trail Making Test B-A (β = 0.197, p = 0.016), but negatively associated with Trail Making Test A (β = −0.193, p = 0.017).

    Conclusions:

    Overall results identified that executive function association with personality varies by construct. Given conscientiousness’ differential associations within the executive function task performances, future research should examine the conscientious threshold that would result in psychological symptomatology associated with extreme lows and highs in conscientiousness.

  • 40 - Undergraduate Research in Business Schools

  • from Part III.6 - Disciplines A–Z
  • Edited by Harald A. Mieg, Humboldt-Universität zu Berlin, Elizabeth Ambos, Angela Brew, Macquarie University, Sydney, Dominique Galli, Indiana University–Purdue University, Indianapolis, Judith Lehmann, Universidad de Buenos Aires, Argentina
  • Book:
    The Cambridge Handbook of Undergraduate Research
    Published online:
    11 August 2022
    Print publication:
    07 July 2022, pp 381-389

  • Summary

    While there has been much discussion around the role of academics and practitioners, there has been a surprising absence of how undergraduate students play an important role in the nexus of research, teaching, and impact. The chapter describes six vignettes from Australia, Malaysia, the UK, and the US to show how programs and activities can provide research training, transferable skills, and status for undergraduate students, as well as valuable insights for people, organizations, society, and the environment. The chapter explains how students can use research for academic and practical impact. The examples also demonstrate how high-quality undergraduate research within business schools can productively inform thinking, behavior, and decision making outside of universities.

  • Chapter 3 - Online Learning

  • from Part I - (R)evolution of the Higher Education Sector
  • Edited by Andreas Kaplan
  • Book:
    Digital Transformation and Disruption of Higher Education
    Published online:
    09 June 2022
    Print publication:
    23 June 2022, pp 22-33

  • Summary

    The COVID-19 pandemic brought significant changes to student experiences. A sudden switch to an online learning mode may serve as a natural experiment for the educational system. In this chapter, we test four "promises" of online education, which were widely discussed before the pandemic. Based on survey data of 5,464 undergraduate students from eight Russian universities, we compare the expectations to the reality of online learning. As the results show, the massive forced transition to online learning gave students more time to sleep, but they are not less tired than in traditional educational formats. Students find it difficult to ask questions, focus their attention when an instructor delivers material and find a comfortable place for studying. Consequently, the majority of students estimate their learning as ineffective. Relying on these results, we formulate lessons learned from this natural experiment.

Dinosaurs

Dinosaurs
  • A Catalyst for Critical Thought
  • Darrin Pagnac
  • Published online:
    20 October 2018
    Print publication:
    15 November 2018
  • University dinosaur courses provide an influential venue for developing aptitude beyond knowledge of terrestrial Mesozoic reptiles. Passion for dinosaurs, when properly directed, can trigger interest in science and be used to develop critical thinking skills. Examination of dinosaur paleontology can develop competence in information analysis, perception of flawed arguments, recognition of persuasion techniques, and application of disciplined thought processes. Three methods for developing critical thought are outlined in this Element. The first uses dinosaur paleontology to illustrate logical fallacies and flawed arguments. The second is a method for evaluating primary dinosaur literature by students of any major. The final example entails critique of dinosaur documentaries based on the appearance of dinosaurs and the disconnect between scientific fact and storytelling techniques. Students are owed more than dinosaur facts; lecturers should foster a set of skills that equips students with the tools necessary to be perceptive citizens and science advocates.

  • Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation

  • Anthony Gbenro Balogun, Shyngle Kolawole Balogun, Chidi Victor Onyencho
  • Journal:
    The Spanish Journal of Psychology / Volume 20 / 2017
    Published online by Cambridge University Press:
    13 February 2017, E14

  • This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = –.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students’ achievement motivation.

  • Composite and Preferences Scales of Morningness: Reliability and Factor Invariance in Adult and University Samples

  • Juan Francisco Díaz Morales, María Pilar Sánchez-López
  • Journal:
    The Spanish Journal of Psychology / Volume 7 / Issue 2 / November 2004
    Published online by Cambridge University Press:
    10 April 2014, pp. 93-100

  • The creation and adaptation of scales or inventories assessing specific circadian typologies has been a predominant focus within the field of chronopsychology. The present study addressed the psychometric properties of two scales of morningness-eveningness: the Morningness Composite Scale (CS; Smith, Reilly, & Midkiff, 1989) and the Early/Late Preferences Scale (PS; Smith, Folkard, Schmieder, Parra, Spelten, & Almirall, 1993). Internal consistency and factor invariance of the CS and PS were analyzed in two samples: a group of 203 university students (age range = 19-30) and a group of 125 working adults (age range = 31-65). Results indicated satisfactory internal consistency for both full scales with each age group and confirmed the factor invariance across age for the two CS factors and one of the PS factors. A higher tendency in morningness on both scales was noted in the adult sample.