Eastern Kentucky University
The Relationship of Personality Traits and Motivation behind Study Habits
Institution
Eastern Kentucky University
Faculty Advisor/ Mentor
Jonathan Gore
Abstract
This study examined whether or a positive relationship exists between personality traits and motivation behind study habits. Participants were psychology students enrolled in summer courses at Eastern Kentucky University in 2007. Students received credit from the professors of the summer courses in which they were enrolled. Participants completed a compiled survey that assessed demographic information, attachment style, selfconstrual, social isolation, locus of control, school connectedness and the style and reasoning behind their study habits. It was predicted that self-definitions based on social connections would be positively associated with studying for relational reasons, and selfdefinitions based on being independent from others would show a positive association with studying for individualized reasons. Results yielded positive associations between relational self-definition and relational reasons for studying, high school connectedness and personal reasons for studying, and internal locus of control was positively associated with both personal and relational reasons for studying, but more so for relational reasons. Also, relational self-definition, internal locus of control, and school connectedness were positively associated with studying. Finally, results yielded an Attachment Style X Relational Reason interaction effect on studying.
The Relationship of Personality Traits and Motivation behind Study Habits
This study examined whether or a positive relationship exists between personality traits and motivation behind study habits. Participants were psychology students enrolled in summer courses at Eastern Kentucky University in 2007. Students received credit from the professors of the summer courses in which they were enrolled. Participants completed a compiled survey that assessed demographic information, attachment style, selfconstrual, social isolation, locus of control, school connectedness and the style and reasoning behind their study habits. It was predicted that self-definitions based on social connections would be positively associated with studying for relational reasons, and selfdefinitions based on being independent from others would show a positive association with studying for individualized reasons. Results yielded positive associations between relational self-definition and relational reasons for studying, high school connectedness and personal reasons for studying, and internal locus of control was positively associated with both personal and relational reasons for studying, but more so for relational reasons. Also, relational self-definition, internal locus of control, and school connectedness were positively associated with studying. Finally, results yielded an Attachment Style X Relational Reason interaction effect on studying.