How Learning Personality Influences Adolescent Assessment Performance: the impact of teaching environment

Sihan Wang; Wei Lin

doi:10.12345/ret.v9i1.41020

研究文章

How Learning Personality Influences Adolescent Assessment Performance: the impact of teaching environment

Sihan Wang, Wei Lin

9 卷, 1 期 (2026) 页码 51-56 开放存取

摘要

Learning personality, which comprises behavioural, cognitive, and social learning dimensions, offers a context-sensitive alternative to general personality traits in predicting adolescent academic performance. Unlike prior research that treats personality as fixed and overlooks variation across assessment formats, this study examines how learning personality interacts with different assessment types and how teaching environments moderate this relationship. Drawing on a synthesis of educational psychology literature, a matching mechanism was proposed: written assessments favour the behavioural dimension (self-discipline, consistency), which is reinforced by transmission-oriented classrooms; oral assessments demand cognitive flexibility and critical thinking, skills cultivated in constructivist environments; collaborative assessments rely on social learning skills (communication, leadership), which thrive in interactive classroom structures. This framework demonstrates that learning personality is not static but activated or suppressed by instructional conditions, challenging the prevailing trait-based view of personality. Furthermore, it reveals that assessment systems may unintentionally privilege certain learning personalities over others, raising fundamental questions about whether educational systems should pursue uniform performance outcomes or cultivate balanced development across diverse learning pathways.

关键词

learning personality, adolescent assessment, teaching environment, behavioural dimension, cognitive dimension, social learning

参考

Biggs, J. (1987). Student approaches to learning and studying. Australian Council for Educational Research. https://files.eric.ed.gov/fulltext/ED308201.pdf

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871

Biggs, J. (1999). Teaching for quality learning at university. Open University Press.

https://www.researchgate.net/publication/215915395_Teaching_for_Quality_Learning_at _University

Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology

students. Personality and Individual Differences, 29(6), 1057– 1068.

https://doi.org/10.1016/S0191-8869(99)00253-6

Chamorro-Premuzic, T., & Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44(7), 1596– 1603. https://doi.org/10.1016/j.paid.2008.01.003

Chin, C., & Osborne, J. (2008). Students ' questions: A potential resource for teaching and

learning science. Studies in Science Education, 44(1), 1–39.

https://doi.org/10.1080/03057260701828101

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting

academic performance. Psychological Science, 16(12), 939–944.

https://doi.org/10.1111/j.1467-9280.2005.01641.x

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087– 1101. https://doi.org/10.1037/0022-3514.92.6.1087

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students ’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Entwistle, N., & Peterson, E. (2004). Conceptions of learning and knowledge in higher

education. Educational Psychology Review, 16(4), 407–428.

https://doi.org/10.1007/s10648-004-0009-8

Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–841

Geiger, M. A., & Pinto, J. K. (1991). Changes in learning style preference during a

three-year longitudinal study. Psychological reports, 69(3), 755-762.

https://doi.org/10.2466/pr0.1991.69.3.755

Graham, S., Harris, K. R., & Troia, G. A. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model. Self-regulated learning: From teaching to self-reflective practice, 20-41. https://psycnet.apa.org/record/1998-07307-002

Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in

writing and writing development. Educational Psychologist, 35(1), 3– 12.

https://doi.org/10.1207/S15326985EP3501_2

Kearns, L. L. (2011). High-stakes standardized testing and marginalized youth: An examination of the impact on those who fail. Canadian Journal of Education/Revue

canadienne de l 'éducation, 34(2), 112-130.

https://journals.sfu.ca/cje/index.php/cje-rce/article/view/436

McCrae, R. R., & Costa, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509–516. https://doi.org/10.1037/0003-066X.52.5.509

Nahar, L (2023).The effects of standardized tests on incorporating 21st century skills in

science classrooms. Integrated Science Education Journal, 4(2), 36-42.

https://ejournal.unp.ac.id/index.php/ISEJ/article/view/121089

Opdal, P. A. (2022). To do or to listen? Student active learning vs. the lecture. Studies in Philosophy and Education, 41(1), 71–89. https://doi.org/10.1007/s11217-021-09786-7

Pawlowska, D. K., Westerman, J. W., Bergman, S. M., & Huelsman, T. J. (2014). Student personality, classroom environment, and student outcomes: A

person–environment fit analysis. Learning and Individual Differences, 36, 180– 193.

https://doi.org/10.1016/j.lindif.2014.10.005

Purdie, N., & Hattie, J. (1999). The relationship between study skills and learning outcomes in secondary school students. Issues in Educational Research, 9(1), 77-96.

Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and

academic performance. Psychological Bulletin, 135(2), 322–338.

https://doi.org/10.1037/a0014996

Schuwirth, L. W., & van der Vleuten, C. P. (2003). Written assessment in medical

education. Medical Education, 37(5), 464–470.

https://doi.org/10.1046/j.1365-2923.2003.01488.x

Song, H., & Cai, L. (2024). Interactive learning environment as a source of critical thinking

skills for college students. BMC Medical Education, 24, 270-285.

https://doi.org/10.1186/s12909-024-05247-y

Struyven, K., & Janssens, S. (2005). Students ’ perceptions of assessment in higher

education. Assessment & Evaluation in Higher Education, 30(4), 325-341.

https://doi.org/10.1080/02602930500099102

Theobald, M. (2021). Conducting a Micro-Evaluation in an EFL Classroom for a

Performance-Assisted Learning Activity. In the Classroom, 9,44-65.

https://jaltpiesig.org/wp-content/uploads/2022/02/Theobald-Conducting-a-Micro-Evalu ation-in-an-EFL-Classroom-for-a-Performance-Assisted-1.pdf

Vermunt, J. D. (2005). Relations between student learning patterns and personal and

contextual factors. Higher Education, 49(3), 205–234.

https://doi.org/10.1007/s10734-004-6664-2

Zepeda, C. D., & Nokes-Malach, T. J. (2023). Assessing metacognitive regulation during

problem solving: A comparison of three measures. Journal of Intelligence, 11(1), 16-27.

https://www.mdpi.com/2079-3200/11/1/16

摘要

关键词

参考

Refbacks