The Big Five-Factor of Personality (NEO-FFI), Self-Regulation Learning Strategies (S-RLS) and Academic Success of Young Researchers

Introduction: The purpose of the research is to investigate the relationship between personality traits, self-regulation learning strategies and academic success of young students.
Methods: The research design was descriptive of correlation and predictor type. 164 students (119 boys and 45 girls) of Young Student Club participated in the research by census method in summer in 2010. The participants completed NEO Personality Inventory (NEO-FFI) and Motivational Learning Strategies Questionnaire (MSLQ). The degree of academic success was measured by the type of medal (gold, silver or bronze). Data were analyzed by statistical method and indexes including means, standard deviation, Pearson correlation coefficient and discriminant analysis.
Results: The results showed that there’s a correlation between personality traits and some of the motivational-learning strategies components (p<0.05) and (p<0.01). The results of one-way regression analysis showed that there’s a significant difference between conscientiousness, seeking help, and valuation of the targets with academic success (p<0.05). In addition, the results of discriminant analysis showed that variables of conscientiousness, adjustment and meta-cognitive self-regulation predicted academic success and type of medal more than other predictor variables. In general, predictor variables could predict 54.6 percent of the variance of academic success (winning gold, silver and bronze medal).
Discussion and Conclusion: From the findings of the research we can conclude that there’s a correlation between personality traits and many of the self-regulation learning strategies and that some of the personality traits and self-regulation learning strategies can predict the success of young students. Therefore, improving personality traits and reinforcing the motivational learning skill is recommended for improving the academic success of the students.