Exploring the relationship among learning patterns, personality traits, and academic performance in freshmen

Abstract

Providing information about how 1st-year students learn may help colleges plan actions aimed at increasing students' persistence in higher education programs. This research aims to assess 1st-year students' academic performance, using a path analysis to establish inter-correlations among students' personality traits, learning patterns, high school achievement, and objectively measured outcomes. Participants included 509 freshmen from different academic disciplines. Results show a causality relations model in which Conscientiousness positively influences Sequential and Precise learning patterns as well as academic performance. The path model also confirms Extraversion as a negative antecedent of the Technical learning pattern. It is argued that knowing students is a primary step to putting them in a position to become an active part of the learning process.