Relationship between Personality and Academic Motivation in Education Degrees Students
Bibliographic Data
| ID | 22048924 |
|---|---|
| Authors | Ana María de Caso Fuertes (0000-0001-8066-2546, Universidad de León, corresponding author), Jana Blanco Fernández (Camilo José Cela University, corresponding author), Ma de los Ángeles García Mata (Medical Center of La Magdalena, 24009 León, Spain, corresponding author), A Gómez (0000-0003-4046-1429, Universidad de León, corresponding author), Alfredo Rebaque Gómez (Universidad de León), Rocío García Pascual (Universidad de León, corresponding author) |
| Year | 2020 |
| Volume | 10 |
| Issue | 11 |
| Pages | 327 |
| Publication date | 2020-11-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci10110327 |
| OpenAlex | W3100846129 |
| Language | EN |
| Citations received | 2 |
| References cited | 19 |
The present study aims to understand the relationship between the big five factors of personality and academic motivation. In addition, the following variables are taken into consideration; sex, age and type of educational studies. A quantitative methodology is used, in base to a not experimental, correlational study. The sample is composed of 514 students of the Faculty of Education of Leon’s University, between the three education degrees. To gather the information, participants were asked to complete the Learning and Motivation Strategies Questionnaire (CEAM) and the Personality Questionnaire Five Factor Inventory (NEO-FFI). The results show the significant relationship between personality facets and motivation variables. It should be noted that female results were higher in the values of intrinsic motivation, motivation towards teamwork, neuroticism, and kindness, and the male results were higher in self-efficacy. Additionally, it was observed that intrinsic motivation decreases progressively from the first to the fourth year of the degree, the need for recognition decreases in the two last study years, and the openness to experiences is higher in the last year of the degree. Finally, Social Education students are those that show a higher intrinsic motivation, self-efficacy, total motivation, openness to experiences, and neuroticism, while Primary Education students’ results were higher in the need for recognition
Agreeableness · Big Five personality traits · Conscientiousness · Extraversion and introversion · Higher education · Neuroticism · Openness to experience · Personality · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |