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Personality factors, student resiliency, and the moderating role of achievement values in study progress.

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Title: Personality factors, student resiliency, and the moderating role of achievement values in study progress.
Authors: Backmann, Julia (AUTHOR), Weiss, Matthias (AUTHOR), Schippers, Michaéla C. (AUTHOR), Hoegl, Martin (AUTHOR)
Source: Learning & Individual Differences. May2019, Vol. 72, p39-48. 10p.
Subjects: Emotional stability, Business students, Achievement, Progress, Personality, Extraversion
Abstract: Resiliency, or the ability to overcome challenges and bounce back from adversity and setbacks, is a key skill for overcoming failure, challenges, and other kinds of hardship. The aim of the current study was to examine the role of student resiliency in students' study progress, its relation to the Big Five personality dimensions, and to assess the moderating role of achievement values. In our analyses, we relied on data from 464 business students. Our study finds support for a positive relationship between student resiliency and study progress. Furthermore, student resiliency was associated with four protective personality factors, namely openness, conscientiousness, extraversion, and emotional stability. In line with our assumption, this relationship between student resiliency and study progress was moderated by achievement values, suggesting a conditional indirect effect. • Openness, conscientiousness, extraversion, and emotional stability are associated with student resiliency • Student resiliency predicts study progress in a sample of 464 business students • The positive association between student resiliency and study progress is moderated by achievement values [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:Resiliency, or the ability to overcome challenges and bounce back from adversity and setbacks, is a key skill for overcoming failure, challenges, and other kinds of hardship. The aim of the current study was to examine the role of student resiliency in students' study progress, its relation to the Big Five personality dimensions, and to assess the moderating role of achievement values. In our analyses, we relied on data from 464 business students. Our study finds support for a positive relationship between student resiliency and study progress. Furthermore, student resiliency was associated with four protective personality factors, namely openness, conscientiousness, extraversion, and emotional stability. In line with our assumption, this relationship between student resiliency and study progress was moderated by achievement values, suggesting a conditional indirect effect. • Openness, conscientiousness, extraversion, and emotional stability are associated with student resiliency • Student resiliency predicts study progress in a sample of 464 business students • The positive association between student resiliency and study progress is moderated by achievement values [ABSTRACT FROM AUTHOR]
ISSN:10416080
DOI:10.1016/j.lindif.2019.04.004