Personality type, moral conviction, achievement motivation, and academic performance among college students: Inputs to a student welfare program

Abstract

Academic performance of college students is an important topic of general interest to students and teachers because it reflects students' learning effectiveness and achievement, and it is also a key indicator for assessing the quality of teaching and learning. This study focused on the effects of personality traits, moral beliefs, and achievement motivation on academic performance, and few other studies have integrated these aspects. The theoretical framework of this study integrated the “Big Five” personality theory, achievement motivation theory and self-regulated learning theory, and adopts a quantitative research methodology to seek the relationship between college students' personal profile, personality traits, moral beliefs, achievement motivation and academic performance. The subjects of the study were randomly selected first-year college students from a tourism university in a Chinese province. Three questionnaires were used as data collection instruments: the Big Five Inventory (BFI), Achievement Motivation Scale (AMS), and Moral Conviction of College Students Scale. It was found that, according to the gender classification, college students' There are significant differences in the degree of achievement motivation and academic performance, and there are positive and significant relationships between moral beliefs and achievement motivation and between achievement motivation and academic performance. Ultimately, the results of the study can provide suggestions and data to improve welfare programs for college students.