The Relationship Between the Big-five Model of Personality, Self- regulated Learning Strategies and Academic Performance of Islamic Azad University Students

AbstractThe current research is a descriptive study of kind correlation method with purpose investigates relation between personality traits, Self-regulated learning strategies with academic achievement among the students. Subjects were Selected through random multistage cluster sampling, 157 (71 girls and 86 boys) of students from Islamic Azad Universities in eight and twelve areas. The NEO-Five factor inventory (NEO-FFI), (Costa & Mc Crae, 1985) and motivated strategies for learning questionnaires (MSLQ), (Pintrich & De Groot, 1991), had been applied for collecting data. All questionnaires reliability with Cronbach's coefficient alphas was verified. Partial and Stepwise multiple regression had been applied for study of the relations and predictive quantity of aforementioned variables and mean while for comparing males and females in research observed variables; analysis of variance (ANOVA) had been used. Analysis of research results showed that personality traits (except neuroticism) are in direct, meaningful relation with academic achievement. Results of using multiple regressions showed that personality traits and self- regulated learning strategies can predict 38 percent changes in academic achievement. Self-regulated learning strategies variable is more powerful than personality traits in predict academic achievement (35 against 13 percent). Also Results this research showed there is no there is no significant difference between girls and boys of personality traits and Self-regulated learning strategies (P>0.05). But different in academic achievement component was significant and boys scored higher (p