The mediating roles of coping and adjustment in the relationship between personality and academic achievement
Article
Perera, Harsha N., McIlveen, Peter and Oliver, Mark E.. 2015. "The mediating roles of coping and adjustment in the relationship between personality and academic achievement." British Journal of Educational Psychology. 85 (3), pp. 440-457. https://doi.org/10.1111/bjep.12084
| Article Title | The mediating roles of coping and adjustment in the relationship between personality and academic achievement |
|---|---|
| ERA Journal ID | 6154 |
| Article Category | Article |
| Authors | Perera, Harsha N. (Author), McIlveen, Peter (Author) and Oliver, Mark E. (Author) |
| Journal Title | British Journal of Educational Psychology |
| Journal Citation | 85 (3), pp. 440-457 |
| Number of Pages | 18 |
| Year | 2015 |
| Place of Publication | Chichester, West Sussex. United Kingdom |
| ISSN | 0007-0998 |
| 2044-8279 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1111/bjep.12084 |
| Web Address (URL) | http://onlinelibrary.wiley.com/doi/10.1111/bjep.12084/abstract |
| Abstract | Background. Existing literature has documented relationships between personality traits and academic achievement as well as some of the mechanisms underlying these links. However, the pathways by which personality traits are associated with achievement during stressful educational circumstances require further investigation. Aims. This study examined a model of the roles of conscientiousness and neuroticism in achievement during the typically stressful university transition, with a focus on coping strategies and academic adjustment to university as mediators in the putative chain of events linking the dispositional traits with achievement. Methods. A multi-wave design was used with measures of the personality traits administered at the beginning of the semester, measures of coping administered four weeks thereafter, and data on academic adjustment collected mid-semester. Students’ GPA data were retrieved at the end of the semester. Results. In structural equations analyses, conscientiousness was associated with greater primary-control engagement coping and lesser narrow disengagement coping whereas the opposite was found for neuroticism. Furthermore, conscientiousness and neuroticism were indirectly associated with academic adjustment via the coping strategies, and the personality factors were also indirectly associated with achievement via the coping strategies and academic adjustment linked serially in three-path mediated sequences. Conclusions. The findings of this study replicate existing data concerning the direct and indirect relationships of personality with coping and adjustment, and extend these data by elucidating the pathways through which conscientiousness and neuroticism are linked with achievement during a typically stressful educational event. |
| Keywords | personality; coping; achievement; academic performance; engagement; mediation |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 520102. Educational psychology |
| 390404. Educational counselling | |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | School of Linguistics, Adult and Specialist Education |
| Institution of Origin | University of Southern Queensland |
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https://research.usq.edu.au/item/q3064/the-mediating-roles-of-coping-and-adjustment-in-the-relationship-between-personality-and-academic-achievement
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