Standardization and the Impact of Big 5 Factor Personality Test Subscales on Achievement (Published)
The latest research supports a five-factor structure to describe the personality of children, as well as of adults, confirming the structure proposed by many authors. The study aims to assess the underlying structure and psychometric properties of the Big Five Factor Personality Test among mixed professions employees as well as among students of different study programs. The study also aimed to measure the impact of neuroticism, extraversion, conscientiousness, openness, and agreeableness subscales on achievement. Data was gathered from 912 respondents from the mixed professions population and 501 respondents from the student population. A substantial proportion of respondents from the two populations of the study were classified as probable cases on the Big Factor Personality scale and subscales, with the samples recording higher mean Big Factor Personality subscales scores than many other respondent groups reported in the previous work. Confirmatory factor analysis supported the structure of five subscales of the Big Factor Personality Scale representing the personality of different professions and students from varying study programs. There was a linear relationship between neuroticism, extraversion, conscientiousness, openness, agreeableness, and achievement. Extraversion, cconscientiousness’, and openness were positive predictors of achievement while, neuroticism and agreeableness were negative predictors.
Keywords: Achievement, Big-5-factor, Personality, standardization, test, validation
The Effectiveness of Training on Time Management Skill Due To Relaxation Techniques upon Stress and Achievement among Mutah University Students (Published)
The study aimed at investigating the effectiveness of a training program on time management skills due to relaxation techniques upon stress and achievement among a sample of students in Mutah University. The subjects of this study were assigned randomly into two groups: an experimental group which consisted of (38) students who received the training program and a control group which consisted of (37) students who did not receive any kind of training. The stress scale and achievement scores were kept for both groups; before and after exposing to the program. To test the hypotheses of the study; means, standard deviations and Analysis of Covariance (MANCOVA) were computed. The results revealed significant differences between the means of the two groups on the total scores of stress in favor of experimental group, which indicated the effectiveness of the training program in reducing the level of stress, while there is no effect for the groups upon achievement. Furthermore, the results show no significant differences in the effect of gender or the interaction between gender and treatment.
Keywords: Achievement, College students, Relaxation., Stress, Time Management