Mengenal pasti Faktor Personaliti ‘Big Five’ Terhadap Prestasi Pembelajaran: Satu Kajian Sistematik

Zawiyah Zali; Shahlan bin Surat

doi:10.47405/mjssh.v7i2.1271

Zawiyah Zali Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
Shahlan bin Surat Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.

DOI: https://doi.org/10.47405/mjssh.v7i2.1271

Keywords: Personaliti big five, Pencapaian akademik, Personaliti

Abstract

Tret personaliti ‘big five’ diterima pakai dalam semua kajian personaliti yang terlibat dalam kajian psikologi sosial dan telah menghasilkan banyak artikel yang meliputi aspek psikologi, sains pendidikan, teknologi dan pelbagai aspek yang lain. Tujuan kajian ini dijalankan adalah untuk melakukan tinjauan secara sistematik terhadap perhubungan antara tret personaliti ‘big five’ dan pencapaian akademik pelajar. Selain daripada itu, kajian ini bertujuan untuk mengenal pasti tret personaliti yang paling dominan mempengaruhi pencapaian akademik pelajar. Melalui enjin carian pangkalan data Science Direct, dua puluh artikel kajian yang menepati kriteria pemilihan telah dipilih. Hasil daripada analisis menunjukkan bahawa tret kehematan merupakan tret personaliti yang paling mempengaruhi pencapaian akademik pelajar. Manakala tret neurotisme merupakan tret personaliti yang paling tidak memberi kesan terhadap pencapaian akademik pelajar.

Downloads

Download data is not yet available.

References

Abd Rahman Azilah (2010). Hubungan antara personaliti dan gaya pengajaran guru dengan pencapaian matematik PMR satu kajian di sekolah menengah daerah kota tinggi. Masters thesis, Universiti Teknologi Malaysia.

Abdul Muhid et al. (2021). Big Five Personality Test for State Islamic Senior High School Students in Indonesia. International Journal of Instruction, 14(2), 483-500.

Allen, M. S., & Walter, E. E. (2018). Linking big five personality trets to sexuality and sexual health: A meta-analytic review. Psychological bulletin, 144(10), 1081.

Barrick, M. R., & Mount, M. K. (1991). The Big Five Personality Dimensions and Job Performance: A Meta-Analysis. Personnel Psychology, 44, 1-26.

Bonaccio S., Reeve, C. L. & Lyerly, J. (2016). Academic entitlement: Its personality and general mental ability correlates, and academic consequences. Personality and Individual Differences, 102, 211-216.

Cao, C. & Meng, (2020). Exploring personality trets as predictors of English achievement and global competence among Chinese university students: English learning motivation as the moderator. Learning and Individual Differences, 77(20), 101814.

Carrotte, E. & Anderson, J. R. (2018). A systematic review of the relationship between trait self-objectification and personality traits. Personality and Individual Differences, 132(2018), 20-31.

Che Nurul Kamilah, Radin Siti Aishah (2019). Tret personality (extraversion, agreeableness, conscientiousness, dan openness) mendorong kecenderungan keusahawanan pelajar teknik dan vokasional. Satu kajian di Kolej Vokasional Daerah Kuala Terengganu. Journal of Global Business and Social Entrepreneurship, 5(15), 35-45.

Dorrenbacher, L & Perels, F. (2016). Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51, 229-241.

Faizah Abd Ghani & Nagarajan Kupusamy (2012). Hubungan tret personaliti dan kecekapan guru bimbingan dan kaunseling dalam pelaksanaan perkhidmatan bimbingan dan kaunseling di sekolah menengah daerah Pasir Gudang, Johor. Journal of Educational Psychology & Counseling, 6.

Gatzka. (2021). Aspects of openness as predictors of academic achievement. Personality and Individual Differences, 170, 1104112.

Hendy, N. T. & Biderman, M. D (2019). Using bifactor model of personality to predict academic performance and dishonesty. The International Journal of Management Education. 17, 294-303.

Hsiao, K. L., Yu Shu & Huang T. C. (2016).Exploring the effect of compulsive social app usage on technostress and academic performance: Perspectives from personality trets. Telematic and Informatics, 34, 679-690.

Israel, A., Ludke, O. & Wagner, J. (2018). The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five trets and four achievement indicators. Learning and Individual Differences, 72, 80-91.

Kertechian, S. K. (2018). Conscientiousness as a key to success for academic achievement among French university students enrolled in management studies. The International Journal of Management Education, 16, 154-165.

Kitchenham, B. & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering version. Engineering, 45, 1051.

M. Muzamil et al. (2017). Facebook or to Face Book? An investigation of how academic performance of different personalities is affected through the intervention of Facebook usage. Computers in Human Behavior, 75, 167-176.

Malykh, S. (2017). The role of personality trets and intelligence in academic achievement of Russian high school students. Procedia-Social and Behavioral Sciences, 237, 1304-1309.

Mas Ayu Othman, & Fatimahwati Halim (2013). Pengaruh Personaliti Lima Faktor Terhadap Prestasi Kerja Dalam Kalangan Guru. Jurnal Psikologi dan Kaunseling, 4.

McCredie, M. N. & Kurtz, J. F. (2020). Prospective prediction of academic performance in college using self- and informant-rated personality trets. Journal of Research in Personality, 85.

Norhaiza Tahir (2015). Hubungan Personaliti Guru Terhadap Kemahiran Proses Sains Pelajar. Masters thesis, Universiti Tun Hussein Onn Malaysia, Fakulti Pendidikan Teknik Dan Vakasional.

Novikova, I. A. & Vorobyeva, A. A. (2017). Big Five factors and academic achievement in Russian students. Psychology in Russia: State of the Art, 10(4).

Papageorgiou, K. A., Likhanov, M., Costantini, G., Tsigeman, E., Zaleshin, M., Budakova, A. & Kovas, Y. (2020). Personality, Behavioral strengths and difficulties and performance of adolescents with high achievements in science, literature, art and sports. Personality and Individual Differences, 160, 109917.

Sidek Noah. (2008). Perkembangan Kerjaya Teori dan Praktis. Universiti Putra Malaysia, Serdang.

Soric, I., Penezic, Z. & Buric, I. (2017). The Big Five personality trets, goal orientations, and academic achievement. Learning and Individual Differences, 54, 126-134.

Stajkovic, A. D., Bandura, A., Locke, E. A. Lee, D. & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality trets and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238-245.

Steinmayr, R. & Kessels, U. (2017). Good at school=successful on the job? Explaining gender differences in scholastic and vocational success. Personality and Individual Differences, 105, 107-115.

Wojciechowska, J. R., Wojcieiechowski J. & Stolarski, M. (2021). Do time perspectives predict school performance beyond intelligence and personality? Personality and Individual Differences, 172, 110594.

Zhang, J., & Ziegler, M. (2016). How do the big five influence scholastic performance? A big five-narrow trets model or a double mediation model. Learning and Individual Differences, 50, 93-102.

Zhang, J., & Ziegler, M. (2018). Why do personality trets predict scholastic performance? A three-wave longitudinal study. Journal of Research in Personality, 74, 182-193.