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  1. 1 Psychologia Rozwojowa

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  1. 1 Czerniawska E.

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  1. 1 2008

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„Wielka Piątka” a aktywność strategiczna i osiągnięcia w uczeniu się uczniów gimnazjum i liceum

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Czerniawska E.
Psychologia Rozwojowa
|
2008
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vol. 13
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issue 2
PL
The „Big Five” personality factors in relation to strategic activity and school achievements in students from junior and senior high schoolThe main aim of the research was to determine the relationships between strategic activity and school achievements, on the one hand, and personality factors on the other, in the population of students from junior and senior high school. The paper begins with a characteristic of basic dimensions of the strategic activity: depth of processing and strategic flexibility, and of their role for school achievements. Basic data concerning the Costa’s and McCrae’s Five Factors Personality Model are also presented, as well as research results concerning relationships between personality factors and school achievements. In own research the following questionnaires were used: NEO-FFI, “Strategic Flexibility Questionnaire” and “Learning from Textbook Texts”. Data about school achievements were also collected. It appeared that two personality factors – Openness and Conscientiousness – had showed a positive correlation with adaptive strategic control, and a negative one with irresolute strategic control. Irresolute strategic control was positively correlated with Emotional Stability (Neurotism), deep processing with Openness and Agreeableness, whereas surface processing with Openness and Conscientiousness. School achievements were related with personality factors: Openness and Conscientiousness correlated significantly with GPA. Deep processing and adaptive strategic control favored school achievements. Students from junior high school declared a more frequent usage of surface strategies, as compared with students from senior high school.
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