Impact Of Personality Traits On Interpersonal Dependence Among Undergraduates

Project and Seminar Material for Psychology

Impact Of Personality Traits On Interpersonal Dependence Among Undergraduates


Abstract


This study is to examine the impact of personality traits on interpersonal dependence among undergraduates in Imo State with a particular reference to Imo State University, Owerri. To achieve this objective, three research questions and three research hypotheses were formulated to guide this study. The data collected were analyzed using simple percentages and tables to analyze research questions and regression analysis was used for testing of research hypotheses using Statistical Package for Social Sciences (SPSS) software. A structured questionnaire was used as the major instrument for data collection from undergraduates students of Imo State University. After careful analysis of the data, the following findings were revealed that; there is a significant relationship between personality traits and interpersonal dependence among undergraduates in Imo State, there is a strong relationship between conscientiousness and students academic achievement and there is a positive relationship between agreeableness and students academic achievement in Imo State. The study was concluded with some recommendations that Parents and teacher (lecturers) encourage their children/ wards or students to set clear goals, and ensure that they are disciplined and careful to consistently achieve them.


Chapter One


Introduction

1.1 Background of the Study

Personality traits are distinguishing qualities or characteristics that are the embodiment of an individual’s. They are your habitual patterns of behaviour, temperament and emotion. Skills, on the other hand, are the learned capacity to carry out specific tasks. Personality, in the other hand, is a set of individual differences that are affected by the development of an individual: values, attitudes, personal memories, social relationships, habits, and skills (McAdams & Olson, 2010; Mischel & Smith, 2004).

Academic motivation is one of the effective factors on students’ achievement. Learners need to be interested in learning; otherwise, all efforts of the educational system would fail. So, understanding and developing the knowledge about factors that affect academic motivation can help to improve educational performance. Although ability and intelligence are considered as predictors of academic achievement, there is evidence that personality variables also play a role (O’connor & Paunonen, 2007). The literature also suggests that personality traits affect the academic motivation and performance (e.g., Costa & McCrae, 1992; Komarraju & Karau, 2005; Chamorro-Premuzic & Furnham, 2003, 2008). Therefore, the study tries to investigate the impact of personality traits on interpersonal dependence of undergraduate in Imo State.

There is evidence that personality traits can predict academic motivation and achievement (Costa & McCare, 1992). Grozier (1997) mentions motivation as a core trait in the Big Five factor model of personality knowing that conscientious individuals are organized, hardworking, self-disciplined, ambitious and persevering. In addition, motivation has an important influence on a learner’s learning behavior and achievement (Vallerand et al., 1992). O’Connor and Paunonen (2007) consider three rationales for the evaluation of personality traits as predictors of post-secondary students’ academic achievement. First, there are behavioral tendencies reflected in personality traits that can affect certain habits that influence academic achievement such as perseverance, conscientiousness, talkativeness. Second, whereas cognitive ability reflects what an individual can do, personality traits reflect what an individual will do. Third, personality as well as cognitive proficiency would predict subsequent performance better in older students, especially motivation-related personality variables.


1.2 Statement of the Problem

The problem of underachievement has assumed a worrisome dimension in the Nigerian educational system. Desperate to make it anyhow, students have devised various illegal means to succeed in examinations, even when they are not academically competent. And unfortunately, the system has buckled under the pressure. Examination malpractice has risen steadily to become a seemingly untamable monster. It is increasingly becoming difficult to equate competence of people with supposed academic performance as represented in their certificates.

Many candidates are unable to defend the result they supposedly acquired honorably. And of course this has consistently led to inability to compete effectively in the job market which has become a serious issue. Several factors have been researched into in the past as to the cause of this social malaise, but there seem to be indications that some hidden factors may be responsible that needs unraveling. This desire to see this problem curbed gave rise to this study and the researchers’ aim is to see if there is a way in which the big five personality traits can help, especially from the perspective of the analytical and scientific approach of measurement and evaluation.


1.3 Objectives of the Study

The objective of the study is to find out the following:

  1. To examine the relationship between personality traits and interpersonal dependence among undergraduates in Imo State.
  2. To find out whether there is any significant relationship between conscientiousness and students academic achievement.
  3. To find out whether there is any significant relationship between agreeableness and students academic achievement in Imo State.

1.4 Research Questions

The following research questions were stated to guide this study:

  1. Is there any relationship between personality traits and interpersonal dependence among undergraduates in Imo State?
  2. Is there any significant relationship between conscientiousness and students academic achievement?
  3. Is there any significant relationship between agreeableness and students academic achievement in Imo State?

1.5 Research Hypotheses

The following research hypotheses were formulated to guide this study:

Hypothesis 1
  • H0: There is no significant relationship between personality traits and interpersonal dependence among undergraduates in Imo State.
  • H1: There is a significant relationship between personality traits and interpersonal dependence among undergraduates in Imo State.
Hypothesis 2
  • H0: There is no significant relationship between conscientiousness and students academic achievement.
  • H1: There is a significant relationship between conscientiousness and students academic achievement.
Hypothesis 3
  • H0: There is no significant relationship between agreeableness and students academic achievement in Imo State.
  • H1: There is a significant relationship between agreeableness and students academic achievement in Imo State.

1.6 Significance of the Study

This study is significant to the researcher, students, teachers, school administrators and Education officers. The study seeks to come up with the conditions that can be offered as a frame work for students to review personality traits on interpersonal dependence among undergraduate in Nigerian Universities. The findings will add to the current body of knowledge and literature.


1.7 Scope of the Study

The study concerns about the impact of personality traits on interpersonal dependence among undergraduates in Imo State with a particular reference to Imo State University in Owerri, Imo State.


1.8 Limitation of the Study

There is no study undertaken by a researcher that is perfect. The imperfection of any research is always due to some factors negatively affecting a researcher in the course of carrying out research. Therefore, time constraint has shown no mercy to the research. The limited time has to be shared among many alternative uses, which includes reading, attending lectures and writing of this research, also distance and its attendant costs of travelling to obtain information which may enhance the writing of this study was a major limitation.


1.9 Definition of Terms

Personality Traits:

Personality traits are distinguishing qualities or characteristics that are the embodiment of an individual’s.

Personality:

Personality is a set of individual differences that are affected by the development of an individual: values, attitudes, personal memories, social relationships, habits, and skills.

Undergraduate Student:

Undergraduate student is a university student who has not yet taken a first degree.


Chapter Five


Summary, Conclusion and Recommendations

5.1 Introduction

This chapter presents the summary, conclusion and recommendations for further studies.


5.2 Summary

The outcome of this study also indicated that the independent variables were significant predictors of personality traits on interpersonal dependency among undergraduates in Imo State. The study further found that conscientiousness, neuroticism, agreeableness, openness to experience and extraversion are potent personality factors to the prediction of interpersonal relationship. It is not surprising to find conscientiousness to be the most potent predictor than other predictor variables. Results from this study support earlier studies (Saulsman & Page, 2004; Barrick & Mount, 1991), which found the predictive value of the Big Five across a wide range of behaviours.


5.3 Conclusion

Based on the findings of this study, it is concluded that the role of the Big Five personality factors in predicting the interpersonal relationship between students and lecturers. Study results show that the Big Five personality factors are potent factors in the prediction of human beings psychobiosocial adjustment to life and living. Openness to experience predicted only intrinsic motivation and subsequently academic achievement suggesting that those who are high on openness tend to be intellectually curious, intelligent, insightful, aesthetic, and interested. Educators can seek the low/high-achievement causal factors in motivational and personality traits. The importance of these personal differences and trying to recognize them should also be considered.


5.4 Recommendations

Based on the findings of this study, the following recommendations were made:

  1. Parents and teacher (lecturers) encourage their children/ wards or students to set clear goals, and ensure that they are disciplined and careful to consistently achieve them.
  2. Incentives should be arranged to accompany success to encourage continuous positive performance. This will serve as positive reinforcement.
  3. Lecturers/teachers should endeavor to be close to their students through interaction outside the classroom. Government too can encourage more sponsorship programs to encourage the indigent but conscientious students further their education.
  4. Government should establish educational programmes where skills in interpersonal relationship and communication can be taught so that people can be successful both at home and in the workplace as they exhibit interpersonal and social skills, courteousness, respectful communication and networking skills.

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