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http://dx.doi.org/10.9722/JGTE.2017.27.1.1

Influence of Big Five Personality on Self-Regulation Learning and Achievement in Gifted Education  

Joo, Youngju (Ewha Womans University)
Kim, Dongsim (Inha University)
Publication Information
Journal of Gifted/Talented Education / v.27, no.1, 2017 , pp. 1-16 More about this Journal
Abstract
This study aimed to analyze the relationships between Big five personality (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism), self-regulation learning, and achievement in children in a gifted education program. 95 students in a gifted education program participated in this study. A hypothetical model proposed openness to experience, conscientiousness, extraversion, agreeableness, neuroticism as independent variables, and self-regulation learning and achievement with gifted education as dependent variables. Stepwise regression analysis indicated that openness to experience, conscientiousness, and agreeableness significantly predicted self-regulation learning. Also, neuroticism, selfregulation learning, and extraversion significantly impacted achievement with gifted education. openness to experience, conscientiousness, and agreeableness showed that complete mediating effects through self-regulation learning to achievement. A foundation for improving learning strategies in a successful gifted education program can be constructed on the basis of the results of this study.
Keywords
Gifted education; Big five personality; Self-regulation learning; Achievement;
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Times Cited By KSCI : 3  (Citation Analysis)
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