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Do Personality Traits Matter? A Comparative Study of Student Preferences for Teaching and Learning Activities and Assessment Modes in Two Different Majors

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Title: Do Personality Traits Matter? A Comparative Study of Student Preferences for Teaching and Learning Activities and Assessment Modes in Two Different Majors
Language: English
Authors: Fjelkner, Annika, Hakansson, Andreas, Rosander, Pia
Source: Teaching & Learning Inquiry. 2019 7(1):78-102.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 25
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Preschool Education
Descriptors: Personality Traits, College Students, Majors (Students), Preschool Teachers, Preservice Teachers, Preservice Teacher Education, Preferences, Learning Motivation, Learning Strategies, Teaching Methods, Learning Activities, Student Evaluation, Foreign Countries, Evaluation Methods, Business Administration Education, Personality Measures, Questionnaires
Geographic Terms: Sweden
Assessment and Survey Identifiers: NEO Personality Inventory, Study Process Questionnaire
ISSN: 2167-4779
Abstract: What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences between the types of assessment modes preferred and significant differences between the two majors regarding learning approaches, motives, and strategies. The findings are examined in relation to models of learning and disjuncture, discussions of educational relationships and risk, and concepts of teaching and learning regimes. Teachers and curriculum developers face two issues. First, teachers who are new or come from a different teaching and learning regime may run the risk of alienating students and causing them extreme anxiety if they use teaching and learning activities and assessment modes students are uncomfortable and unfamiliar with. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1213116
Database: ERIC
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  Data: Do Personality Traits Matter? A Comparative Study of Student Preferences for Teaching and Learning Activities and Assessment Modes in Two Different Majors
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  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences between the types of assessment modes preferred and significant differences between the two majors regarding learning approaches, motives, and strategies. The findings are examined in relation to models of learning and disjuncture, discussions of educational relationships and risk, and concepts of teaching and learning regimes. Teachers and curriculum developers face two issues. First, teachers who are new or come from a different teaching and learning regime may run the risk of alienating students and causing them extreme anxiety if they use teaching and learning activities and assessment modes students are uncomfortable and unfamiliar with. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
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        PageCount: 25
        StartPage: 78
    Subjects:
      – SubjectFull: Personality Traits
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Learning Motivation
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learning Activities
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Business Administration Education
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      – SubjectFull: Personality Measures
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      – SubjectFull: Questionnaires
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      – SubjectFull: Sweden
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      – SubjectFull: NEO Personality Inventory
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      – SubjectFull: Study Process Questionnaire
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      – TitleFull: Do Personality Traits Matter? A Comparative Study of Student Preferences for Teaching and Learning Activities and Assessment Modes in Two Different Majors
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