Personality, learning strategies, and academic performance: Evidence from post-Soviet Kazakhstan

Abstract

Purpose

The purpose of this paper is to examine the relationships between personality traits, learning strategies and academic performance among undergraduate students in the post-Soviet transition country of Kazakhstan.

Design/methodology/approach

The authors used a quantitative survey method to assess individual personality, learning strategies and academic motivations. Statistical software (SPSS) was used to conduct correlations, linear regressions and multiple regressions as a means of testing the hypotheses and making inferences.

Findings

The results suggest that students with different personality characteristics have different motivations and priorities in their pursuit of university degrees. However, some of these differences seem to be related to their fields of academic study and biographical backgrounds.

Practical implications

The research emphasises the importance of managing individuals by focusing on their individual differences in learning strategies, rather than by relying on the personality stereotypes that existing literature suggests are prevalent.

Originality/value

The findings will help educators take appropriate measures in selecting learning strategies that suit the different personality types of students, and will encourage and assist them in improving their academic performance. As this type of research has never been carried out in post-Soviet CIS countries, dissemination of the study's findings will immensely benefit students and educators in the region.

Citation

Moldasheva, G. and Mahmood, M. (2014), "Personality, learning strategies, and academic performance: Evidence from post-Soviet Kazakhstan", Education + Training, Vol. 56 No. 4, pp. 343-359. https://doi.org/10.1108/ET-10-2012-0101