In the present study, we used a quantitative diary design to investigate within-person fluctuations in student engagement and performance. Specifically, we analyzed the impact of weekly personal and study resources on weekly student... more
In the present study, we used a quantitative diary design to investigate within-person fluctuations in student engagement and performance. Specifically, we analyzed the impact of weekly personal and study resources on weekly student engagement, active learning behaviors, and performance. In addition, we investigated whether students high (vs. low) in trait Openness reacted differently to their weekly resources. The sample was composed of 45 first-year psychology students who filled in a questionnaire over 3 weeks; twice per week (N = 45 9 6 = 270 occasions)—during the days they had tutorial group meetings. The tutors evaluated each stu-dent's active learning behaviors during these meetings. Results of hierarchical linear modeling analyses showed that study engagement fully mediated the relationship between personal resources and observed learning activities ; study resources were indirectly positively related to learning activities through study engagement. In addition, observed learning activities were positively related to the course grade. As hypothesized, trait Openness strengthened the positive relationship between personal/study resources and study engagement. Our findings highlight the importance of fostering students' engagement. We conclude with a discussion of the theoretical implications for education and suggestions for future research.
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Background: Mastering communication skills is often emphasized as an important aspect of job or academic performance. However, research into the relationships between personality factors and these skills is scarce. Purpose: This study... more
Background: Mastering communication skills is often emphasized as an important aspect of job or academic performance. However, research into the relationships between personality factors and these skills is scarce. Purpose: This study investigated whether the big-five personality factors and assertiveness predict mastery of communication skills before and after following communication skills training. Method: The skills level of 143 psychology students was assessed after two communication skills courses, namely a basic and an advanced communication skills training. Personality factors were assessed with the Five Factor Personality Inventory and the Scale for Interpersonal Behavior. Results: Participants showed substantial progress in their mastery of the communication skills after both courses. Surprisingly, none of the personality factors predicted the level of mastery of these skills. Discussion: This seems to imply that trainees can become professional communicators, regardless of their scores on these personality factors.