Title

SALing the OCEAN Blue: A Systematic Literature Review of Student Approaches to Learning and Big Five Personality Traits

Standing

Undergraduate

Type of Proposal

Oral Research Presentation

Challenges Theme

Open Challenge

Your Location

Psychology

Faculty

Faculty of Arts, Humanities and Social Sciences

Faculty Sponsor

Brandon Sabourin

Abstract/Description of Original Work

Keywords: personality; approaches to learning; educational psychology; Big Five; R-SPQ-2F

Student approaches to learning (SAL) are a measure of a student’s perception of the learning environment (Biggs et al., 2001). Meanwhile in personality psychology, the Big Five personality traits (i.e., openness, conscientiousness, extroversion, agreeableness, and neuroticism) have been used extensively to characterize trends in human behavior (Costa & McRae, 1992). These two complementary measures can tell us a lot about a student, but together, are underexplored.

The purpose of our research is to understand the relationships between student approaches to learning and the Big Five personality traits. We conducted a systematic literature review (SLR) using keyword database searches of ProQuest and APA Psycnet, which after applying specific criteria, led to a pool of 26 studies for analysis. We tracked the relationships between SAL and Big Five in each of the 26 studies. We identified that openness, extraversion, and conscientiousness were significantly positively correlated with the deep approach, while neuroticism was significantly positively correlated with the surface approach. Conversely, neuroticism was significantly negatively correlated with the deep approach, and openness, agreeableness, and conscientiousness were significantly negatively correlated with the surface approach. In short, students may be partially drawn to a specific approach based on their personality.

This project fits the open challenge because it looks beyond specific designated groups of learners. SAL and Big Five are theories that affect human behavior beyond the context of the other grand challenges. We see this work as interdisciplinary and of importance to anyone interested in knowing more about how students approach their learning.

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Creative Commons Attribution-Noncommercial 4.0 License
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SALing the OCEAN Blue: A Systematic Literature Review of Student Approaches to Learning and Big Five Personality Traits

Keywords: personality; approaches to learning; educational psychology; Big Five; R-SPQ-2F

Student approaches to learning (SAL) are a measure of a student’s perception of the learning environment (Biggs et al., 2001). Meanwhile in personality psychology, the Big Five personality traits (i.e., openness, conscientiousness, extroversion, agreeableness, and neuroticism) have been used extensively to characterize trends in human behavior (Costa & McRae, 1992). These two complementary measures can tell us a lot about a student, but together, are underexplored.

The purpose of our research is to understand the relationships between student approaches to learning and the Big Five personality traits. We conducted a systematic literature review (SLR) using keyword database searches of ProQuest and APA Psycnet, which after applying specific criteria, led to a pool of 26 studies for analysis. We tracked the relationships between SAL and Big Five in each of the 26 studies. We identified that openness, extraversion, and conscientiousness were significantly positively correlated with the deep approach, while neuroticism was significantly positively correlated with the surface approach. Conversely, neuroticism was significantly negatively correlated with the deep approach, and openness, agreeableness, and conscientiousness were significantly negatively correlated with the surface approach. In short, students may be partially drawn to a specific approach based on their personality.

This project fits the open challenge because it looks beyond specific designated groups of learners. SAL and Big Five are theories that affect human behavior beyond the context of the other grand challenges. We see this work as interdisciplinary and of importance to anyone interested in knowing more about how students approach their learning.