THE COMPATIBILITY OF BIG FIVE PERSONALITY TRAITS AND REFLECTIVE TEACHING AMONG IRANIAN EFL TEACHERS
Abstract
Keywords
Full Text:
PDFReferences
Ahmetoglu, G., & Chamorro-Premuzic, T. (2013). Personality 101. Springer Publishing Company.
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207. https://doi.org/10.1016/j.system.2006.12.008
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227. https://doi.org/10.1016/j.system.2010.03.003
Alrefaee, Y., & Al-Ghamdi, N. (2019). Refusals among Yemeni EFL learners: A study of negative pragmatic transfer and its relation to proficiency. Asian EFL Journal Research Articles, 25. https://ssrn.com/abstract=3491963
An, M., Zhang, X. & Ching, F.N.Y. Pre-service Teachers' Career Values as Determinants of Career Choice Satisfaction: A Hierarchical Regression Analysis. Asia-Pacific Edu Res 30, 431–442 (2021). https://doi.org/10.1007/s40299-020-00529-7
Archer, M. S. (2012). The reflexive imperative in late modernity. Cambridge University Press.
Aydın, M. K., Bavlı, B., & Alcı, B. (2013). Examining the effects of pre-service teachers' personality traits on their teaching competencies. International Online Journal of Educational Sciences, 5(3), 575-586.
Ayyildiz, P., & Yilmaz, A. (2021). 'Moving the Kaleidoscope'to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers' creativity fostering behavior. Thinking Skills and Creativity, 41, 100879. https://doi.org/10.1016/j.tsc.2021.100879
Boag, S. (2018). Personality dynamics, motivation, and the logic of explanation. Review of General Psychology, 22(4), 427-436.https://doi.org/10.1037%2Fgpr0000150
Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., & Burke, P. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education (Online), 38(3), 124-141. https://search.informit.org/doi/10.3316/informit.705789501923965
Carson, A.D. (1998) 'The integration of interests, aptitudes and personality traits: A test of Lowman's Matrix', Journal of Career Assessment, 6(1): 83–105. https://doi.org/10.1177%2F106907279800600106
Catell, R. B., Eber, H. W., & Tatsuoka, M. M. (1970). Handbook for the sixteen personality factor questionnaire. Champaign, IL: Institute for Personality and Ability Testing, 38.
Cattell, R. B. (1943). The description of personality. I. Foundations of trait measurement. Psychological Review, 50, 559–594.
Cattell, R. B. (1957). Personality and motivation Structure and Measurement. New York: Harcourt, Brace and World.
Cattell, R. B., Cattell, A. K., Cattell, H. E. P., Russell, M. T., & Bedwell, S. (2003). The PsychEval personality questionnaire. Champaign, IL: Institute for Personality and Ability Testing.
Chamberlain, G. E. (2013). Predictive effects of teachers and schools on test scores, college attendance, and earnings. Proceedings of the National Academy of Sciences, 110(43), 17176-17182. https://doi.org/10.1073/pnas.1315746110
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American economic review, 104(9), 2633-79. DOI: 10.1257/aer.104.9.2633
Coan, R. W. (2019). The optimal personality: An empirical and theoretical analysis. Routledge.
Conn, S. R. ML., & Rieke, M. L. (Eds.). (1994): The 16PF Fifth Edition Technical Manual. Champaign, IL: Institute for Personality and Ability Testing. Inc.
Dar, F. R. (2015). Rethinking Education--Emerging Roles for Teachers. Universal Journal of Educational Research, 3(2), 63-74.
Datta, S., & Kingdon, G. (2021). The myth of teacher shortage in India. https://doi.org/10.35489/BSG-RISE-WP_2021/072
Dewey, J. (1909). Moral principles in education. Houghton Mifflin.
Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual review of psychology, 41(1), 417-440.
Fadaee, E., Marzban, A., & Najafi Karimi, S. (2021). The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers. Cogent Education, 8(1), 1881203. https://doi.org/10.1080/2331186X.2021.1881203
Farrell, T. S. (2012). Reflecting on Reflective Practice:(Re) Visiting Dewey and Schon. Tesol Journal, 3(1), 7-16. http://dx.doi.org/10.1002/tesj.10
Feucht, F. C. (2010). Epistemic climate in elementary classrooms. Personal epistemology in the classroom: Theory, research, and implications for practice, 55-93.
Feucht, F. C., Lunn Brownlee, J., & Schraw, G. (2017). Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education. Educational Psychologist, 52(4), 234-241. https://doi.org/10.1080/00461520.2017.1350180
Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. Review of personality and social psychology, 2(1), 141-165.
Goldberg, L. R. (1990). An alternative" description of personality": the big-five factor structure. Journal of personality and social psychology, 59(6), 1216. https://doi.apa.org/doi/10.1037/0022-3514.59.6.1216
Gordon, R. J., Kane, T. J., & Staiger, D. (2006). Identifying effective teachers using performance on the job (pp. 2006-01). Washington, DC: Brookings Institution.
Halder, S., Roy, A., & Chakraborty, P. K. (2010). The influence of personality traits on information seeking behaviour of students. Malaysian Journal of Library & Information Science, 15(1), 41-53. http://mjs.um.edu.my/index.php/MJLIS/article/view/6721
Hattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon.
Jacobs, M., Vakalisa, N. C. G., & Gawe, N. (Eds.). (2011). Teaching-learning dynamics. Pearson Education South Africa.
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. Handbook of personality: Theory and research, 2(1999), 102-138.
Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: a meta-analytic review. Journal of applied psychology, 87(4), 797. https://psycnet.apa.org/doi/10.1037/0021-9010.87.4.797
Khalilzadeh, S., Khodi, A. Teacher's Personality Traits and Student's Motivation: A structural equation modeling analysis. Current Psychology, 40,1635-1650. https://doi.org/10.1007/s12144-018-0064-8
Klassen, R. M., & Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32-51. https://doi.org/10.1016/j.edurev.2018.12.003
Krug, S. E., & Johns, E. F. (1990). The 16 Personality factor questionnaire. Testing and Counseling Practice. Mahwah, NJ: Lawrence Erlbaum Associates, 63-90.
Lee, I. R., & Kemple, K. (2014). Preservice teachers' personality traits and engagement in creative activities as predictors of their support for children's creativity. Creativity Research Journal, 26(1), 82-94. https://doi.org/10.1080/10400419.2014.873668
Levy, J. J., Richardson, J. D., Lounsbury, J. W., Stewart, D., Gibson, L. W., & Drost, A. W. (2011). Personality Traits and Career Satisfaction of Accounting Professionals. Individual Differences Research, 9(4).
Lewis, M., Pervin, L. A., & John, O. P. (2001). On the development of personality. Handbook of personality: Theory and research, 327-346.
Lounsbury, J. W., Park, S. H., Sundstrom, E., Williamson, J. M., & Pemberton, A. E. (2004). Personality, career satisfaction, and life satisfaction: Test of a directional model. Journal of career assessment, 12(4), 395-406. https://doi.org/10.1177%2F1069072704266658
Lowman, R. L. (1991). The clinical practice of career assessment: Interests, abilities, and personality. American Psychological Association. https://psycnet.apa.org/doi/10.1037/10091-000
Makovec, D. (2018). The teacher's role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33.
Marzuki, A. A. (2013). Reflecting the Reflective Journal Training in South Sulawesi, Indonesia: The Case of Secondary Teachers from Bugis Ethnic Group. Australian Association for Research in Education.
McCrae, R. R., & Costa, P. T., Jr. (2008). The five-factor theory of personality. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 159–181). The Guilford Press.
Merz, E. L., & Roesch, S. C. (2011). A latent profile analysis of the Five Factor Model of personality: Modeling trait interactions. Personality and individual differences, 51(8), 915-919. https://doi.org/10.1016/j.paid.2011.07.022
Messick, S. (2021). Structural relationships across cognition, personality, and style. In Aptitude, learning, and instruction (pp. 35-76). Routledge.
Miller, A. (1991). Personality types, learning styles and educational goals. Educational psychology, 11(3-4), 217-238. https://doi.org/10.1080/0144341910110302
Mohammadi, F. (2015). The Effect of personality traits and self-efficiency of secondary school teacher" job performance based on a causation model. Journal of LUDUS VITALIS XI (1), 78-84.
Monabbati, A., & Faravani, A. (2020). On the Interrelationships of Professional Identity, Perfectionism, and Reflective Teaching of Iranian EFL Teachers. Journal of Critical Reviews, 7(10), 2491-2502.
Naemah, O. (2007). An Assessment of Work Stress Level at Asian Composite Manufacturing (ACM) Sdn. Bhd (Doctoral dissertation, Universiti Utara Malaysia).
Naseer, S., Mussarat, R., & Malik, F. (2022). Personality Traits and Academic Achievements of Undergraduate Students: The Mediating Role of Emotional Intelligence. Pakistan Journal of Psychological Research, 37(1), 135-148.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Patrick, C. L. (2011). Student evaluations of teaching: effects of the Big Five personality traits, grades and the validity hypothesis. Assessment & Evaluation in Higher Education, 36(2), 239-249. https://doi.org/10.1080/02602930903308258
Raad, B. d., & Perugini, M. (Eds.). (2002). Big five factor assessment: Introduction. In B. de Raad & M. Perugini (Eds.), Big five assessment (pp. 1–18). Hogrefe & Huber Publishers.
Rashtchi, M., & Sanayi Mashhour, H. (2019). Extravert and introvert EFL teachers: How do reflective teaching and burnout relate. Journal of Applied Linguistics and Language Research, 6(3), 73-88.
Renn, R. W., Allen, D. G., & Huning, T. M. (2011). Empirical examination of the individual‐level personality‐based theory of self‐management failure. Journal of Organizational Behavior, 32(1), 25-43. https://doi.org/10.1002/job.667
Richards, J. C. (1991). Reflective teaching in TESOL teacher education. In E. Sadtono (Ed.), Issues in language teacher education: Anthology series 30 (pp. 1-19). Singapore: SEAMEO REL
Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353.
Richardson, P. W., & Watt, H. M. (2018). Teacher professional identity and career motivation: A lifespan perspective. In Research on teacher identity (pp. 37-48). Springer, Cham.DOI: 10.1007/978-3-319-93836-3_4
Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112(12), 2988-3023. https://doi.org/10.1177%2F016146811011201204
Safarie, M., & Tarlani-aliabadi, H. (2014). Who practices what? A correlational study of personality type and teaching reflection. Procedia-Social and Behavioral Sciences, 98, 1606-1610.
Satchell, L., Hoskins, S., Corr, P., & Moore, R. (2017). Ruminating on the nature of intelligence: Personality predicts implicit theories and educational persistence. Personality and Individual Differences, 113, 109-114.https://doi.org/10.1016/j.paid.2017.03.025
Saucier, G., & Goldberg, L. R. (1996). The language of personality: Lexical perspectives on the five-factor model. In J. S. Wiggins (Ed.), The five-factor model of personality: Theoretical perspectives (pp. 21–50). Guilford Press.
Schleicher, A. (2016). Teaching excellence through professional learning and policy reform. Lessons from Around the World, International Summit on the Teaching Profession. https://doi.org/10.1787/9789264252059-en
Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Schon, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge. https://doi.org/10.4324/9781315237473
Schuerger, J. M. (1995). Career assessment and the sixteen personality factor questionnaire. Journal of Career Assessment, 3(2), 157-175. https://doi.org/10.1177%2F106907279500300204
Schuerger, J. M., & Sfiligoj, T. M. (1998). Holland codes and 16PF global factors: Sixty-nine samples. Psychological reports, 82(3_suppl), 1299-1306. https://doi.org/10.2466%2Fpr0.1998.82.3c.1299
Schuerger, J.M. and Watterson, D.G. (1998) Occupational Interpretation of the 16PF Questionnaire. Cleveland, OH: Watterson and Associates.
Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English language teaching, 2(4), 130-143.
Spengler, M., Brunner, M., Damian, R. I., Lüdtke, O., Martin, R., & Roberts, B. W. (2015). Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status. Developmental psychology, 51(9), 1329. https://psycnet.apa.org/doi/10.1037/dev0000025
Stanek, K. C., & Ones, D. S. (2018). Taxonomies and compendia of cognitive ability and personality constructs and measures relevant to industrial, work and organizational psychology. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work & organizational psychology: Personnel psychology and employee performance (pp. 366–407). Sage Reference.
Strus, W., Cieciuch, J., & Rowiński, T. (2014). The circumplex of personality metatraits: A synthesizing model of personality based on the big five. Review of General Psychology, 18(4), 273-286. https://doi.org/10.1037%2Fgpr0000017
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Learning Policy Institute.
Tabatabaei, O., & Pourakbari, A. A. (2012). An Investigation into the Problems of Teaching and Learning English in the Isfahan Province High Schools, Iran. Journal of Language Teaching & Research, 3(1).
Tango, R. A., & Kolodinsky, P. (2004). Investigation of placement outcomes 3 years after a job skills training program for chronically unemployed adults. Journal of Employment Counseling, 41(2), 80-92. https://doi.org/10.1002/j.2161-1920.2004.tb00881.x
Terzis, V., Moridis, C. N., & Economides, A. A. (2012). How student's personality traits affect Computer Based Assessment Acceptance: Integrating BFI with CBAAM. Computers in Human Behavior, 28(5), 1985-1996.https://doi.org/10.1016/j.chb.2012.05.019
Torsney, B. M., Lombardi, D., & Ponnock, A. (2019). The role of values in pre-service teachers' intentions for professional engagement. Educational Psychology, 39(1), 19-37. https://doi.org/10.1080/01443410.2018.1504892
White, P., Gorard, S., & See, B. H. (2006). What are the problems with teacher supply?. Teaching and Teacher Education, 22(3), 315-326.https://doi.org/10.1016/j.tate.2005.11.002
Zhao, H., & Seibert, S. E. (2006). The big five personality dimensions and entrepreneurial status: a meta-analytical review. Journal of applied psychology, 91(2), 259. https://psycnet.apa.org/doi/10.1037/0021-9010.91.2.259
Zohrabi, M., & Yousefi, M. (2016). The relationship between reflective teaching, willingness to communicate (WTC), and intrinsic motivation of Iranian advanced learners. International Journal on Studies in English Language and Literature (IJSELL), 4(2), 12-28.
Zweig, D., & Webster, J. (2003). Personality as a moderator of monitoring acceptance. Computers in Human Behavior, 19(4), 479-493.https://doi.org/10.1016/S0747-5632(02)00075-4
Article Metrics
Abstract has been read : 453 timesPDF file viewed/downloaded: 0 times
DOI: http://doi.org/10.25273/she.v3i3.13947
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Social Sciences, Humanities and Education Journal (SHE Journal)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
SHE Journal managed and published by Universitas PGRI Madiun (UNIPMA), Indonesia
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
View My Stats