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dc.creatorSander, P. (Paul)-
dc.creatorFuente-Arias, J. (Jesús) de la-
dc.date.accessioned2023-09-21T07:20:19Z-
dc.date.available2023-09-21T07:20:19Z-
dc.date.issued2020-
dc.identifier.citationSander, P. (Paul); de-la-Fuente, J. (Jesús). "Undergraduate student gender, personality and academic confidence". International journal of environmental research and public health. 17 (15), 2020, 5567es
dc.identifier.issn1660-4601-
dc.identifier.urihttps://hdl.handle.net/10171/67280-
dc.description.abstractWithin a socio-situational and socio-behavioural context, the relationships between the Big Five personality traits and the academic confidence of university students and how they differed by sex of the student was explored. Previous research has identified both conscientiousness and academic confidence as being linked to university performance. In respect of sex, female students have been found to score higher on all of the Big Five measures, whereas the relationship between sex and academic confidence has been mixed. Using self-report measures of personality and academic confidence from 1523 Spanish students, it was found that the female students were more confident in their grades, studying and attendance components of academic confidence and had higher scores for conscientiousness, agreeableness and neuroticism personality measures. A multiple regression analysis found that personality predicts academic confidence, with conscientiousness being the trait that statistically loaded the most strongly. This research further confirms the validity of the Academic Behavioural Confidence scale and suggests that measures of personality and, especially, academic confidence could be usefully used in student support situations to help students acquire the strategies and skills that lead to successful university study. It is suggested that further research in the area needs to include outcome or achievement measures and measures of hypothetical constructs, such as personality and academic confidence, that go beyond self-report measures.es_ES
dc.description.sponsorshipThis research was funded by: R&D Project PGC2018-094672-B-I00 (Ministry of Science and Education, Spain) and R &D Project UAL18-SEJ-DO31-A-FEDER (University of Almería, Spain) and the European Social Fund.es_ES
dc.language.isoenges_ES
dc.publisherMDPI AGes_ES
dc.relationinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PGC2018-094672-B-I00/ES/EFECTO DE LAS EMOCIONES ACADEMICAS EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE Y LA SALUD DE LOS ESTUDIANTES UNIVERSITARIOSes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectSex differenceses_ES
dc.subjectAcademic confidencees_ES
dc.subjectPersonalityes_ES
dc.subjectUniversity studentses_ES
dc.titleUndergraduate student gender, personality and academic confidencees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.description.noteThis article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).es_ES
dc.identifier.doi10.3390/ijerph17155567-
dadun.citation.number15es_ES
dadun.citation.publicationNameInternational journal of environmental research and public healthes_ES
dadun.citation.startingPage5567es_ES
dadun.citation.volume17es_ES
dc.identifier.pmid32752246-

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