The Effects of Students' Personality on Learning Performance with A Moderation of Learning Motivation and Test Anxiety

• Main Authors: Hui -Wen Lo, 羅慧雯
• Other Authors: Chung - Min Lo
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/00038792906448513526

碩士 === 育達商業科技大學 === 企業管理所 === 100 === Learning is the most important assignment for students, and it is one of the significant topics which teachers and parents care about much. Learning performance not only reflects that learners adapt themselves to the learning circumstance but also influnces their learning development. This study adopted a questionnaire survey method to investigate the relationship between junior high school students’ personality, learning motivation, test anxiety, and learning performance. Several findings emerged. First, sex, the time for study, parents education were effective in enhancing learning performance. Second, learning performance was enhanced by openness to experience, conscientiousness, and agreeableness in the Five-factor Model. Third, the result shows that the impact of learning motivation and test anxiety were limited. The effects of students’ personality on learning performance with a moderation of learning motivation and test anxiety were not effective in enhancing junior high school students’ learning performance. Finally, according to the results, the study proposes conclusions and suggestions for the reference by educational administrative organizations, teachers, parents, students, and future research.