The Association Of Students ' Personality Traits And Satisfaction Of Basic Psychological Needs

College, when it works most reliably, is a complex system of designed norms and nudges that make activities such as going to class, studying, writing papers, and interacting with peers a natural, almost automatic part of each day. Students spend most of their time on or near campus, where those around them have similar goals or are supporting them in their goals. Their diversions from classwork—whether

Finally, learning is the most important factor that contributes to student retention with students who stay being the students that learn (Tinto, 1999). Active involvement in the student experience seems to be key to student retention. Undergraduates that stay on task and are active in learning activities are more likely to return (Tinto, 1999). Sadly, majority of first-year students experience their first year of education as an isolated experience with students taking courses as detached units (Tinto, 1999). Although study programs are designed specifically for each major, social and academic unity is lacking (Tinto, 1999).

According to The Effects of Stress on the Lives of Emerging Adult College Students: An Exploratory Analysis by Justin W. Peer, Stephen B. Hillman, and Emma Van Hoet, created a study to answer the question of how stress affects college students. In their research they discovered that stress had both negative and positive effects and how the students coped with it.One of the students studied admitted to feeling

Qualitative analyses were originally conducted with responses from a total sample of 4 students, and the findings were revised and verified after the removal of the small sample of students of the 60 participants,. Four participants provided qualitative responses to the open-ended question, “What factors do you think contribute to life satisfaction and happiness?” Other questions were “What causes you the most stress living in town and or attending the university?” and “What stressful situations are affecting your life at present?” The only questions the participant responded to that had a correlation of (INSERT) and were the contribution of life satisfaction or happiness, because three of them stated that family is important. Two of the participants stated that friends were important. This result is consistent with the literature review by (Edward & Lopez, 2006).

It is quite evident that the life of a college student is rigorous to say the least. Getting acclimated to college is a challenge. Being surrounded by many opportunities of academic excellence as well as social atmosphere and temptations out of this world can cause major conflicts. At the tender age of 18-24, one may experience the most amount of stress possible in a lifetime. Many studies have shown that the mental health of college students is analyzed due to the high expectations of society, and the constant competition that is life.

What are the factors that contribute to a student's success in college? Many people would say that it is up to them how well they do on college, because they are already young adults who already know their own responsibilities. But these answers are not factors that help student’s success and their attitude are one of the circumstances that are missing from a student life, the support from their family members and close friends are a lack of confidence and motivation that can be given. In history, there has been cases in which one thing lead to another, meaning there are an infinity of things that can help or get it worst. Its time to change the world and give the opportunity to have some positive thoughts and stay away from all the negativity of other people, leading students to a new path that will end in a successful college experience. Even though students have challenging times because of diversity after decades they have many education opportunities, students should regulate their style of living because of the health issues that could came eventually, time management will help students survive throughout the courses, and character strengths will increase positive achievements on life.

Another part of creating a personality theory is the debate between uniqueness versus commonality which I have briefly discussed. I believe that every person is unique because no two people have gone through identical life experiences, nor have they been influenced in the exact same way by their environments and people around them. With that being said, I also believe that human beings have many things in common like how they deal with and react to certain situations. We are also alike in our need for a place in the world and acceptance from others.

All three of these areas are relatable to adaptability, motivation, and being in tune with your feelings. Adaptability in the transition stage is crucial, for students are able to begin growing into an adult. They must learn how to get out of bed and attend class, do their own laundry, and maybe even start paying bills. Professors are less likely to hold their hands or bump up their grades, it is crucial to learn how to study and take notes, and relationships have to form. Motivation is also key. Students are less likely to have parents act as their cheerleader and daily reminder that there is always homework to do or an upcoming test. Motivation arises in areas outside the classroom as well, for many students being neglecting their bodies by stopping their daily mandated exercise, known as gym class, and eating too much in the cafeteria. This leads students to develop skills is time management, organization, and self-control. All of these skills lead to an individual becoming more in touch with their feelings, finding their true wants, needs, and

The main focus of this article is to summarize a growing problem in schools. That problem is that there is a significant gap between what is required or expected of high school seniors in terms of course work and study time and what is required or expected of them in the first year of college. This article approaches this problem by first giving statistics of how many high school seniors anticipate going to college, what they are required to do in high school courses and then comparing that data to what first year college students are required to do. This article uses High School Survey of Student Engagement (HSSE), the National Survey of Student Engagement (NSSE) and the Community College Survey of Student Engagement (CCSSE) as sources for

The transition from high school to college is overwhelming; priorities change, so as keeping a balanced time between work and studies, as well as time to have fun and enjoy. These disadvantages consist of factors that affects the performance a typical working student such as working hours, expenses and finding a relatable career that will suit in the desired degree program. However, these factors only covers a small part of the problem that most students are facing. It is also important to look at the internal self that can definitely affect the academic standing of undergraduate students, such as self-efficacy and peer influence, this aspects are important as it determines one’s strength and

The foundation of this research is based upon Copper, Okamura and Gurka (1992) and this lab report aims to partly replicate the study designed by Cooper et al. which questioned the relationship between social well-being and social activity of first year psychology students and their friends. The results of Cooper et al. study was gathered from subjects via the use of “The Satisfaction with Life Scale” and the “Social Activity Measure”. The data collected from the Cooper et al. portrayed that the subjective well-being was based upon the satisfaction of social activity rather than the frequency of a social activity.

The foundation of this research is based upon Copper, Okamura and Gurka (1992) and this lab report aims to partly replicate the study designed by Cooper et al. which questioned the relationship between social well-being and social activity of first year psychology students and their friends. The results of Cooper et al. study was gathered from subjects via the use of “The Satisfaction with Life Scale” and the “Social Activity Measure”. The data collected from the Cooper et al. portrayed that the subjective well-being was based upon the satisfaction of social activity rather than the frequency of a social activity.

Motivation affects many different areas for students in education. Areas include how the student feels about school, teacher relationships, testing performance, and time and effort spent on academics. Without motivation, academic engagement is almost impossible to achieve. However, research has shown that highly motivated students perform better academically, have a better self-esteem, and tend to complete high school. As a student progresses through school, motivation tends to decline. According to a 2004 analysis by the National Research Council, approximately 40 percent of high school students report being disengaged from learning. In addition, a similar survey showed that 70 percent of students who dropped out of school stated that being unmotivated was a key factor (Kober and Usher, 2012).

Alexander Astin, Distinguished Professor Emeritus of Higher Education and Organizational Change, at the University of California, Los Angeles, spent much of his career trying to understand which variables are most likely to predict student success in Higher Education. Through the course of his research, Astin became convinced that what he called “student involvement” was essential to undergraduate student success. In a now world-leading paper, first published in 1984, Astin defined involvement as “the amount of physical and psychological energy that the student devotes to the academic experience,” and contended that the amount of learning and personal development that students experience in an academic setting is directly connected to the

Exploratory factor analyses using Varimax rotation were conducted on each of the multiple-item scales, including the exogenous constructs ( information quality, entertainment, interactivity and vividness) and endogenous constructs (cognitive engagement, affective engagement, behavioral engagement and the outcomes of this engagement-loyalty and e-WOM) as a way to refine the measures in the study. Exploratory factor analysis was conducted prior to testing the full model to identify items with poor psychometric properties and to purify the measurement model for future testing (Anderson & Gerbing, 1988). A priori designations for each of the proposed antecedents of engagement (information quality, entertainment, interactivity and vividness), for loyalty, and for e-wom were employed in the analyses, given that they have been confirmed in previous studies (Mollen & Wilson, 2009; O’Brien & Toms, 2008; Shang et al., 2006; Shukla, 2009 ).