Hi

The results of the student's academic achievement are often an important indicator that gives us a negative or positive picture of the nature of the student's environment that directly affects his or her achievement, which helped him to obtain a result at a time and place.

The examination of the educational achievement process with an analytical perspective and the many factors that are related to it are of the utmost importance. Knowing these factors and their effects on academic achievement, it is possible to know what impedes this process and thus to study the appropriate methods and methods to avoid obstacles and achieve maximum achievement. Since it is natural that any educational reform must begin by trying to monitor the reality of his achievements and aspects of his shortcomings, he had to keep pace with the development in education, a similar development in raising the academic performance to reach a high level of high educational achievement of students.

In sociocultural societies, the most common social circumstances and influences, such as family, are used in their influence on academic excellence or failure, as they do not appear in isolation from those social, economic and educational contexts ... which constitute the general educational climate conducive to the exclusion of academic excellence or inadequacy. We mean the climate in its broad sense, the direct medium and the social, psychological, cultural and educational influences in which the student lives and is affected.

But the most important climates and the most influential on the achievement of the school is the family community atmosphere so that the level of family culture and potential and the ability to help the student in the achievement of the school, as well as the availability of the family environment ready for collection and based on the positive interactions between the student and parents and brothers as well as care and guidance of positive family for all children The circumstances and factors of their existence lead to the achievement of excellence.

 In a survey conducted by Colangelo and Dutmak on the studies of the families of outstanding students with attention to the characteristics of these families and the relationship between parents and children, it was found that the families of outstanding students are characterized by encouraging the interests and creative activities and give the children enough freedom to make decisions and a positive direction by parents Towards school, teachers, mental activities, and parental participation in some extracurricular or systematic activities for children.

 Some researchers have pointed out that the formation of the community based on encouraging children to early independence from parents leads to the development of early aspirations of children and to achieve academic excellence in the advanced stages of education, especially university education.

Becker (1970) pointed to the need to isolate the impact of the socio-economic level when studying the effect of different variables in scholastic achievement. Thus Baker gives importance to the social and economic level in scholastic achievement. And different cultural descriptions. There is no doubt that each of these levels is linked to different values, patterns, behavior and trends. There is no doubt that the child's belonging to a certain socio-economic level affects different forms in the circumstances that surround him in school and in the relationship T that arise between him and his colleagues, but in the achievement and achievement motivation.

Hi

The results of the student's academic achievement are often an important indicator that gives us a negative or positive picture of the nature of the student's environment that directly affects his or her achievement, which helped him to obtain a result at a time and place.

The examination of the educational achievement process with an analytical perspective and the many factors that are related to it are of the utmost importance. Knowing these factors and their effects on academic achievement, it is possible to know what impedes this process and thus to study the appropriate methods and methods to avoid obstacles and achieve maximum achievement. Since it is natural that any educational reform must begin by trying to monitor the reality of his achievements and aspects of his shortcomings, he had to keep pace with the development in education, a similar development in raising the academic performance to reach a high level of high educational achievement of students.

In sociocultural societies, the most common social circumstances and influences, such as family, are used in their influence on academic excellence or failure, as they do not appear in isolation from those social, economic and educational contexts ... which constitute the general educational climate conducive to the exclusion of academic excellence or inadequacy. We mean the climate in its broad sense, the direct medium and the social, psychological, cultural and educational influences in which the student lives and is affected.

But the most important climates and the most influential on the achievement of the school is the family community atmosphere so that the level of family culture and potential and the ability to help the student in the achievement of the school, as well as the availability of the family environment ready for collection and based on the positive interactions between the student and parents and brothers as well as care and guidance of positive family for all children The circumstances and factors of their existence lead to the achievement of excellence.

 In a survey conducted by Colangelo and Dutmak on the studies of the families of outstanding students with attention to the characteristics of these families and the relationship between parents and children, it was found that the families of outstanding students are characterized by encouraging the interests and creative activities and give the children enough freedom to make decisions and a positive direction by parents Towards school, teachers, mental activities, and parental participation in some extracurricular or systematic activities for children.

 Some researchers have pointed out that the formation of the community based on encouraging children to early independence from parents leads to the development of early aspirations of children and to achieve academic excellence in the advanced stages of education, especially university education.

Becker (1970) pointed to the need to isolate the impact of the socio-economic level when studying the effect of different variables in scholastic achievement. Thus Baker gives importance to the social and economic level in scholastic achievement. And different cultural descriptions. There is no doubt that each of these levels is linked to different values, patterns, behavior and trends. There is no doubt that the child's belonging to a certain socio-economic level affects different forms in the circumstances that surround him in school and in the relationship T that arise between him and his colleagues, but in the achievement and achievement motivation.

Personality traits strongly influence the choice of professions and the course of study that leads to profession. Western thought measures 16 major personality traits, of which one or two are major and one or two are minor in each person. 

Some methods group the traits into four categories, manager types, technical types, people oriented to people skills, and people oriented to skills with tools.

Other methods ask hundreds of questions covering the same topics from slightly different approaches, giving a more detailed map of personality.

Yes I do

Yes I do

This article (link attached) from Richard Martin University of New South Wales, Australia is relevant. Apart from other factors he correlates personality with motivation and engagement.

Article Motivation and engagement: Same or different? Does it matter?

openness

Previous studies have shown how personality influences learning strategies and learning outcome. In this study this will be taken further by combining personality and approaches to learning with information behaviour. The aim of this study is to show how the five traits of the Five-Factor Inventory related to the approaches to learning of the ASSIST-test affect information behaviour. The subjects will be approximately 500 university students writing their dissertation.

In a pilot study it was shown that personality traits can be related to approaches to learning. Moreover they seem to form distinctive information behaviour.

 I think to some extent students who tend to be "introverts" may not learn in activities that are mainly collaborative, requiring a lot of group work. Moreover, we sometimes do not take the time to understand students' personality traits so that we can vary the types of learning activities to accommodate the diverse backgrounds of learners in our classroom. The tabs above have more on personality traits and learning:

 https://www.researchgate.net/topic/Learning?ev=tp_pst_dtl_xkey

https://www.researchgate.net/topic/Personality-Traits?ev=tp_pst_dtl_xkey

I am also including an article that sheds light on how learning can be affected if teachers do not accommodate students' diverse cultural backgrounds that sometimes shape the way they learn. I hope it would be helpful for you.

Best regards,

Debra

Article One Style Does Not Fit All: Facilitating Cultural Difference...

Dear Asim Hakim Abbas

Thank you so much for your enriching answer. 

Liqaa 

Thank you so much for your enriching answer dear Jerry Decker. 

Liqaa 

Thank you so much for your answer dear Salam Jassim Hmood. 

Liqaa 

 Thanks a lot dear Daud Khan for your kind answer. 

Liqaa 

Dear Mark E Gould 

I highly appreciate your rich answer. Thank you so much for sharing this valuable link. 

Liqaa 

Thank you so much for your answer Mohd Imran Khan. 

Liqaa 

Dear Liqaa,

You ask the following: Do you think that personality traits effect students' abilities of learning ? In which domain? After that, you make a reference to the Big Five of Personality: .Openness, Conscientiousness; Extraversion,

Agreeableness, and Neuroticism

What follows is a short answer to your question, It seems more than obvious  that personality traits have an effect on students' propensity to learn in any domain of knowledge. How could it be otherwise? As I see it, we learn when we engage with things we do not yet understand and know. For exemple, there is accumulated evidence that shows that intrinsically-oriented students are more motivated to learn and look for the unknown than their extrinsically-oriented counterparts (see, for this respect, Deci's theory of self-determination and his distinction between intrinsic (e.g., to study because of our intellectual curiosity) and extrinsic motivation (to study to get good exam results). As I see it, this distinction is not to be seen as a dichotomous distinction. It has been found that as development goes on, in principle, students become more intrinsically motivated. It has also been found that openness, conscientiousness, extraversion, and agreeableness have a positive and high correlation with intrinsic, but not extrinsic motivation. To wit, consider the case of  an introverted student. As seems relatively natural, in contrast to an introverted student, an extroverted student is more likely to interact with the others, and, in general, one learns a lot from our social interactions. In a nutshell, personality traits affect  students' propensity to learn in any domain ofof knowledge.

Sudents' personality traits, however, are not alone in afftecting their propensity and motivation to learn. The Spanish theorist Ortega Y Gasset once remarked that we are ouserlves and our circumstances or physical and social milieu. This means that students' propensity and motivation to learn also depends on their milieu, namely the style teaching adopted by their teachers. It is usual to think of three commom styles of teaching: authoritative, authoritarian, and permissive. Authoritative teachers are demanding in cognitive terms, but warm in terms of affect; authoritarian teachers are demanding in cognitive termsm but cold in affective terms; and permissive teachers ar guided by, say, the slogan laissez faire, laissez passer, laissez aller (i.e., Let it go; see, for this respect, D. Baumrind's work). There is amassing evidence that shows that, in contrast to authoritarian and permissive teaching, authoritative teaching has a positive effect on students' propensity to learn.

All that said, students' personality traits and the social environment wherein they grow up and are educated are greatly responsible for their  propensity to learn and even develop.

Best regards,

Orlando

Of the big five personality traits, conscientiousness (higher) and openness to experience (higher) are most consistently correlated with academic success - across a wide range of domains.  Below is a reference to one nice recent example study that controlled for IQ and academic self concept.  In addition to the big five, you might consider other personality variables that predict academic success across many domains, such as attributional style and a growth mindset (sample references below).  Attributional style includes how you explain your successes and failures (e.g., "I got a bad grade on the test because I didn’t study enough." versus "I’m not smart.")  Growth mindset is an idea about intelligence as in-born versus skill.  Why didn’t you do so well on that art test?  "I can’t draw." (so no use trying) versus "I haven’t practiced the skills necessary for drawing well yet."  Hope this helps, Liqaa. ~ Kevin

Article Attributional style as a predictor of success in a first com...

Article The Role of Personality in Predicting (Change in) Students’ ...

Article Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics

Yes of course, in openness to experience

Thanks a lot dear colleague Ali hadi Ghawi for your answer. 

Liqaa 

Dear Debra Sharon Ferdinand-James

I utterly agree with you that students varied personalities lead us to a more varied activities in order to suit almost all of them. Thank you so much for sharing your valuable opinions. 

Liqaa 

Dear Orlando M Lourenço 

Thank you so much for this big lesson. Your coverage of the subject under discussion is amazing. It is really helpful.  I highly appreciate it. 

Liqaa 

Dear Kevin Grobman

I highly appreciate your helpful explanation. It is really clear and understandable. Thank you so much for your enriching answer and for sharing these beneficial links. 

Liqaa 

Thank you so much for your answer dear Dr Raid M. Al-Ani. 

Liqaa 

http://examples.yourdictionary.com/examples-of-personality-traits.html

Dear Khansaa Hassan Al-Bahadli

Thank you so much for sharing this valuable link.  I highly appreciate your efforts. 

Liqaa 

Pesonality traits effect students motivation towards learning and many other behaviors.

Absolutely right dear Dr Khasnaa. Thank you so much for your answer. 

Liqaa 

Armstrong (2009) states that the assumption that people are consistent in the ways they express these traits [Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism] is the basis for making predictions about their future behaviour.

Armstrong (2009) wrote:

“As Chell (1987) explained: ‘This cognitive process gives a sense of order to what might otherwise appear to be senseless uncoordinated behaviours. Traits may therefore be thought of as classification systems, used by individuals to understand other people’s and their own behaviour.’”

Therefore we can say that personality traits affect students' abilities of learning

Reference

Armstrong, M., 2009. Armstrong's handbook of human resource management practice(11thed). Kogan Page,London and Philadelphia.

Absolutely right dear Anuradha Iddagoda.  What you mention is very helpful. 

Liqaa 

Yes it surely effects on learning in general and on the differences between students that may effects other sides in students' responsibilities.

Dear Khansaa Hassan Al-Bahadli

You viewpoint is right cause personality traits effects mainly the learning process.  Thank you so much for your valuable answer. 

As an aspiring applied behavior analyst, I believe learning should be approached contextually. What I mean, is that you have to look at the phylogenetic and ontogenetic factors that embody the history of the organism, and its dynamical and reciprocal interaction with  the environment. In this context, learning results from operant and respondent conditioning. The personality of the individual has been shaped from all the above. If you label someone as being open, conscientious, extroverted etc., would you be able to define each without looking at the context in which you arrived at that definition? Some jobs demand more than being open, you may need to be physically strong, quick witted, dexterous and agile. I suggest when you are looking at learning, be careful to look beyond one aspect like personality. You have to think like a behaviorist.

Certainly, there is no doubt about the common sense knowledge that a student, as applicable to other human beings, is a product of a combination of social, cultural, psychological and economic variables. They all work to shape his/her personality attributes. These attributes may result in producing aggressive and rebellious, passive and open-minded personality. Each of them develop drastically distant attitudes, values and perceptions of what the learning objectives should be. In consequence, this would leave an influence; constructive/ deconstructive;  on their achievement levels in academia/schools and on their future workplace settings.

However, education institutions should step in and take a leading role to cultivate those negative attributes through establishing a democratic and friendly between the staff and students.

In the Arab context,controversial issues related to religion and social and  long-held norms and values may be one of the problematic domains in  it is hard to push  learners  to accept alternative ones contrary to those that are well-established.

Dear Omotosho 

First of all, I like to thank you for your enriching addition then I would like to say that I agree with you that these qualities may be affected by passage of time and context. Thank you so much again for your valuable answer .

Liqaa 

Dear Prof Sami Al-Asadi 

You are utterly right dear sir and agree with you totally that Arab world differ in many aspects from other countries so it is as we stated previously the matter of personality traits effects to a large extent by context. Thank you so much for your valuable addition.

Liqaa 

Dear Liqa,

Thank you so much for your flattering comment. I have reread  my answer and discovered that there is some looseness in its syntactic structure  and one or two words are missing.I deliver my apology for you and other colleagues.

Best wishes

It effects in many domains such as learning styles and individual differences.

Good ideas .Thank you so much

Yes, no doubt.

Thanks a lot dear Dr Khansaa .

Thanks for this question

It had a considerable effect

You may like to see

https://www.google.iq/url?sa=t&source=web&cd=7&ved=2ahUKEwjNlKT5g8DeAhUHIcAKHeLMAWEQFjAGegQIAhAB&url=https%3A%2F%2Fwww.tandfonline.com%2Fdoi%2Ffull%2F10.1080%2F03055691003729062%3Fsrc%3Drecsys&usg=AOvVaw2zFrFnzzRpA6xotq69LCQU

Ali

Dear Prof Ali Almothaffar

Thank you so much for sharing this valuable article. I highly appreciate that.

Liqaa