Original scientific paper
https://doi.org/10.15516/cje.v23i2.3213
Personality Traits and Students´ Employment of Metacognitive Strategies in Foreign Language Learning and Achievement
Jelisaveta Šafranj
orcid.org/0000-0003-0861-2290
; Faculty of Technical Sciences University of Novi Sad Trg Dositeja Obradovića 6, 21000 Novi Sad, Serbia
Aleksandra Gojkov-Rajić
; Preschool Teacher Training College “Mihailo Palov” Vršac University of Belgrade Omladinski trg 1, 26300 Vršac, Serbia
Marina Katić
; Faculty of Technical Sciences University of Novi Sad Trg Dositeja Obradovića 6, 21000 Novi Sad, Serbia
Abstract
This study deals with the relationship between personality traits and students’ use
of metacognitive strategies and their language achievements at tertiary level. It
included 401 students. The International Personality Item Pool (IPIP) (Goldberg,
2001) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) were
used to measure student perceptions of their personality traits and employment of
metacognitive strategies. Three multiple linear regressions were performed in order
to examine the predictive role of personality dimensions in relation to different
domains of metacognitive strategies. Two domains of metacognitive strategies, i.e.
centred learning and evaluation, reach statistical significance, while planning and
organization in the learning process as a criterion is not statistically significant. They
explain between 4.1 % and 6.7 % of the criterion variance. Openness to experience
is a significant predictor for two domains of metacognitive strategy, i.e. centred
learning and evaluation. Pearson’s correlations were calculated between personality
dimensions and grades in English courses. The achieved grades are statistically
significant and negatively correlated with conscientiousness and agreeableness, while
they are positively correlated with openness to experience.
Keywords
domains of metacognitive strategies; grades; personality dimensions; university students
Hrčak ID:
262073
URI
Publication date:
3.9.2021.
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