Personality features and school performance within the Romanian high school students sector
2010
Abstract In this article we evaluate the possible impact of personality on school performance using information gathered by a cross-sectional local study carried out in the Timis County (West-Romania). Our findings partially confirm literature data proposing an insightful debate on the most disputed “Big Five” model. Incidentally, we bear out as suitable for a school age success the correspondence with our “adolescent model” comprising the following dimensions: Sociability, Sincerity, Inhibition, and Emotional Lability. The obtained results highlight the relation between some of the personality features and effective student educational needs.
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