ISSN: 2222-6990
Open access
Universities around the globe in this 21st century are facing challenges of globalization, technology and informational changes. Hence, to remain competitive and relevant, universities are required to equipped their students with new knowledge, skills and competencies so that they are able to cope with complex new roles which is in line with educational goals. Nonetheless, students have distinct personality traits which makes them perceived worldviews in a different way and behaving differently in various educational settings. Literature noted that non-cognitive constructs such as personality traits have been considered as predictors of success in learning. Thus, taking these differences into account can assist educators to recognize their students’ individual differences and academic achievement. Therefore, this study was intended to investigate personality traits and its influence on academic performance among prospective teachers of shah alam. A total of 130 prospective student teachers participated in this study. Pearson’s Product –Moment Correlation Coefficient (r) and multiple regression was conducted to measure the data. The finding showed that there was weak and positive relationships between conscientiousness and extroversion on academic performance. However, the finding found that the relationship between neuroticism and academic performance was significantly weak but inverse. Interesting, multiple regression analysis found that conscientiousness contribute about 11.8% of variance in academic performance. Implications and recommendation were discussed in this paper.
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In-Text Citation: (Nordin et al., 2020)
To Cite this Article: Nordin, N., Ismail, M. H., Saleh, M. F. M., & Nasir, N. A. M. (2020). Assessing Personality Traits and its influence on Academic Performance among Prospective Teachers of Shah Alam. International Journal of Academic Research in Business and Social Sciences, 10(14), 159–170.
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