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Examining the Influence of the Big Five Personality Traits on the Relationship Between Autonomy, Motivation and Academic Achievement in the Twenty-First-Century Learner

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Motivation, Leadership and Curriculum design

Abstract

The main purpose of this study is to examine the influence of the Big Five personality traits on the relationship between autonomy, motivation and academic achievement in the 21st century. Intrinsic motivation has always been linked to academic achievement and much research have delved into ways to cultivate intrinsic motivation. SDT postulates that an autonomy supportive environment would enable students to feel a sense of control of their surroundings and thus lead to higher intrinsic motivation. However, empirical studies revealed inconsistent responses amongst students, thus pinpointing the likelihood of moderating variables – both contextual and personal factors. Since the Big Five personality traits capture most of the individual differences, it is highly possible that the Big Five traits will moderate the relationships between autonomy, motivation and academic achievement. Further possibilities for exploration are discussed in this study.

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Kah Loong Chue

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Correspondence to Kah Loong Chue .

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Caroline Koh

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Chue, K. (2015). Examining the Influence of the Big Five Personality Traits on the Relationship Between Autonomy, Motivation and Academic Achievement in the Twenty-First-Century Learner. In: Koh, C. (eds) Motivation, Leadership and Curriculum design. Springer, Singapore. https://doi.org/10.1007/978-981-287-230-2_4

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