RELATIONSHIP BETWEEN PERSONALITY FACTORS MEASURED BY THE BFQ AND SCHOOL SUCCESS OF HIGH SCHOOL STUDENTS

Cilj je ovog istraživanja bio utvrditi odnos između osobina ličnosti mjerenih hrvatskim prijevodom/adaptacijom Big Five upitnika (Big Five Questionnaire – BFQ; Caprara, Barbaranelli i Borgogni, 1993., 2005.) i općeg školskog uspjeha učenika gimnazija. Sudjelovalo je 346 polaznika (198 M i 148 Ž) 2., 3. i 4. razreda gimnazije u dobi od 16 do 19 godina. Prema modelu velikih pet dimenzija ličnosti, BFQ čine sljedeće dimenzije i pod-dimenzije: Energija (Dinamičnost i Dominacija), Ugodnost (Kooperativnost /Empatija i Srdačnost/Prijateljstvo) Savjesnost (Temeljitost i Ustrajnost), Emocionalna stabilnost (Emocionalna kontrola i Kontrola impulsa), Mentalna otvorenost (Otvorenost prema kulturi i Otvorenost prema iskustvu) i Ljestvica laganja. Opći uspjeh učenika na kraju školske godine (prosječna ocjena) uzet je kao mjera školskog uspjeha. Analiza korelacija pojedinačnih dimenzija ličnosti i općeg školskog uspjeha pokazala je da je dimenzija Savjesnosti, uključujući obje njezine poddimenzije (Temeljitost i Ustrajnost), statistički značajno pozitivno povezana sa školskim uspjehom. Između školskog uspjeha i Srdačnosti kao pod-dimenzije dimenzije Ugodnosti dobivena je negativna i niska, ali statistički značajna korelacija. Regresijskom analizom utvrđeno je da glavne dimenzije ličnosti mjerene BFQ upitnikom zajedno objašnjavaju 7,1% varijance, pri čemu dimenzija Savjesnosti ima najveći udio (6,1% objašnjene varijance). Rezultati generalnoupućuju na zaključak da neke osobine ličnosti iz modela Velikih pet mogu u određenoj mjeri doprinijeti objašnjenju varijance školskog uspjeha.The aim of this research was to determine the relationship between personality factors measured by the Croatian translation/adaptation of the Big Five Questionnaire (Caprara, Barbaranelli and Borgogni, 1993, 2005) and general school success of high school students. There were 346 participants (198 males and 148 females), enrolled in the 2nd, 3rd and 4th grades, aged between 16 and 19. According to the Big Five personality dimensions model, BFQ consists of the following dimension and subdimensions: Energy (Dynamism and Dominance), Agreeableness (Cooperativeness/Empathy and Warmth/Friendliness), Conscientiousness (Scrupulousness and Perseverance), Emotional Stability (Emotional Control and Impulse Control), Openness (Cultural Openness and Openness to Experience) and a Lie Scale. The general success of students at the end of the school year (average grade) was used as a measure of school success. Correlation analysis of individual personality dimensions and general school success revealed that the Conscientiousness dimension, including both sub-dimensions (Scrupulousness and Perseverance) was statistically signifi - cantly related to school success. A low, negative but statistically signifi cant correlation was obtained between Warmth as a sub-dimension of Agreeableness and school success. Regression analysis revealed that the major personality dimensions measured by the BFQ together account for 7.1% of variance, whereby the Conscientiousness dimension accounts for the largest part (6.1% of variance). The results generally lead to the conclusion that some personality traits from the Big Five model can, to a certain extent, contribute to the explanation of variances in school success