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IMPACT OF
PERSONALITY TRAITS ON INTERPERSONAL DEPENDENCE AMONG UNDERGRADUATES
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
Personality
traits are distinguishing qualities or characteristics that are the embodiment
of an individual’s. They are your habitual patterns of behaviour, temperament
and emotion. Skills, on the other hand, are the learned capacity to carry out
specific tasks. Personality, in the other hand, is a set of individual
differences that are affected by the development of an individual: values,
attitudes, personal memories, social relationships, habits, and skills (McAdams
& Olson, 2010; Mischel & Smith, 2004).
Academic
motivation is one of the effective factors on students’ achievement. Learners
need to be interested in learning; otherwise, all efforts of the educational
system would fail. So, understanding and developing the knowledge about factors
that affect academic motivation can help to improve educational performance.
Although ability and intelligence are considered as predictors of academic
achievement, there is evidence that personality variables also play a role
(O’connor & Paunonen, 2007). The literature also suggests that personality
traits affect the academic motivation and performance (e.g., Costa &
McCrae, 1992; Komarraju & Karau, 2005; Chamorro-Premuzic & Furnham,
2003, 2008). Therefore, the study tries to investigate the impact of
personality traits on interpersonal dependence of undergraduate in Imo State.
There is
evidence that personality traits can predict academic motivation and achievement
(Costa & McCare, 1992). Grozier (1997) mentions motivation as a core trait
in the Big Five factor model of personality knowing that conscientious
individuals are organized, hardworking, self-disciplined, ambitious and
persevering. In addition, motivation has an important influence on a learner’s
learning behavior and achievement (Vallerand et al., 1992). O’Connor and
Paunonen (2007) consider three rationales for the evaluation of personality
traits as predictors of post-secondary students’ academic achievement. First,
there are behavioral tendencies reflected in personality traits that can affect
certain habits that influence academic achievement such as perseverance,
conscientiousness, talkativeness. Second, whereas cognitive ability reflects
what an individual can do, personality traits reflect what an individual will
do. Third, personality as well as cognitive proficiency would predict
subsequent performance better in older students, especially motivation-related
personality variables.
1.2
STATEMENT OF THE PROBLEM
The problem
of underachievement has assumed a worrisome dimension in the Nigerian
educational system. Desperate to make it anyhow, students have devised various
illegal means to succeed in examinations, even when they are not academically
competent. And unfortunately, the system has buckled under the pressure.
Examination malpractice has risen steadily to become a seemingly untamable
monster. It is increasingly becoming difficult to equate competence of people
with supposed academic performance as represented in their certificates. Many
candidates are unable to defend the result they supposedly acquired honorably.
And of course this has consistently led to inability to compete effectively in
the job market which has become a serious issue. Several factors have been
researched into in the past as to the cause of this social malaise, but there
seem to be indications that some hidden factors may be responsible that needs
unraveling. This desire to see this problem curbed gave rise to this study and
the researchers’ aim is to see if there is a way in which the big five
personality traits can help, especially from the perspective of the analytical
and scientific approach of measurement and evaluation.
1.3
OBJECTIVES OF THE STUDY
The objective
of the study is to find out the following:
1. To
examine the relationship between personality traits and interpersonal
dependence among undergraduates in Imo State.
2. To find
out whether there is any significant relationship between conscientiousness and
students academic achievement.
3. To find
out whether there is any significant relationship between agreeableness and
students academic achievement in Imo State.
1.4 RESEARCH
QUESTIONS
The
following research questions were stated to guide this study:
1. Is there
any relationship between personality traits and interpersonal dependence among
undergraduates in Imo State?
2. Is there
any significant relationship between conscientiousness and students academic
achievement?
3. Is there
any significant relationship between agreeableness and students academic
achievement in Imo State?
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