IMPACT OF PERSONALITY TRAITS ON INTERPERSONAL DEPENDENCE AMONG UNDERGRADUATES

IMPACT OF PERSONALITY TRAITS ON INTERPERSONAL DEPENDENCE AMONG UNDERGRADUATES IN IMO STATE

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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.

TABLE OF CONTENTS

Cover Page        –        –        –        –        –        –        –        i

Title Page  –        –        –        –        –        –        –        –        ii

Certification        –        –        –        –        –        –        –        iii

Dedication –        –        –        –        –        –        –        –        iv

Acknowledgement       –        –        –        –        –        –        v

Abstract     –        –        –        –        –        –        –        –        vii     

Table of Content          –        –        –        –        –        –        –        viii

Chapter One

1.0    Introduction         –        –        –        –        –        –       

1.1    Background of the Study     –        –        –        –       

1.2    Statement of the Problem    –        –        –        –       

1.3    Objectives of the Study        –        –        –        –        –       

1.4    Research Questions   –        –        –        –        –       

1.5    Significance of the Study     –        –        –        –       

1.6    Scope of the Study     –        –        –        –        –       

1.7    Limitation of the Study –        –        –        –        –       

1.8    Definition of Terms      –        –        –        –        –       

Chapter Two: Review of Related Literature

2.1    Introduction                  –        –        –        –        –       

2.2    Theoretical Framework         –        –        –        –        –

2.2.1 Sigmund Freud’s Psychoanalytic Theory       –        –

2.2.2 Trait Theories of Personality         –        –        –        –       

2.3    Personality Traits         –        –        –        –        –

2.4    Academic Motivation   –        –        –        –        –

2.5    Big Five Personality Traits   –        –        –        –       

2.6    Personality Vs Temperament        –        –        –

Chapter Three: Research Methodology

3.1    Introduction         –        –        –        –        –        –        –       

3.2    Research Design        –        –        –        –        –        –        –

3.3    Area of the Study        –        –        –        –        –        –

3.4    Population of the Study        –        –        –        –        –

3.5    Sample Size and Sampling Techniques         –        –        –       

3.6    Research Instrument  –        –        –        –        –        –

3.7    Validation of Research Instrument                   –        –        –       

3.8    Administration of the Instrument   –        –        –        –

3.8    Method of Data Analysis      –        –        –        –        –

Chapter Four: Presentation, Analysis, Interpretation of Data

4.1    Introduction         –        –        –        –        –        –       

4.2    Presentation and Analysis of Data         –        –        –       

4.3    Discussion of Findings         –        –        –        –        –       

Chapter Five: Summary, Conclusion and Recommendations

5.1    Introduction         –        –        –        –        –        –       

5.2    Summary   –        –        –        –        –        –        –       

5.3    Conclusion         –        –        –        –        –        –        –       

5.4    Recommendations      –        –        –        –        –       

          References                  –        –        –        –        –        –       

          Appendices        –        –        –        –        –        –       

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.

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