Department of Education
Region V
Division of Sorsogon
Gallanosa National High School
Senior High School Program
Science, Technology, Engineering, Mathematics
Assessing the Bearing of Metacognitive
Personality Traits on the Academic
Performance of Gallanosa National
Senior High School Students
Kristiana Isabelle Faustino
Mark Vincent Gamos
Mark Leonil R. Funa
Angel G. Borlagdan
STEM 12 – Block A
2
CHAPTER II
Review of Related Literature and Systems
This chapter presents the related literature and systems that in one way or another have bearing on
this study. The reviewed materials presented were derived from books, journals, magazines,
internet and other secondary sources available. These are deemed
significant for the better understanding of the context of this study.
Related Literature
Presented in this section are the foreign and local literature that have significance to
the present study. The cited literature poses relevance with the present study.
Foreign
Big five personality characteristics are: Neuroticism: emotional stability or neuroticism is
the most important aspect of personality comparison; Neuroticism reflects individual differences
in one’s disposition towards constructing, perceiving and feeling realities in threatening, disturbing
or problematic ways. Extroversion: describes the intensity and quality of an individual’s
relationship to the environment; Extroverted people seek connection with the environment and are
warm, energetic, and sociable (Oz, 2011). 1
The information is relevant to our study because it cites the five personality characteristics
that are significant in investigating the relationship between these traits and academic achievement
of high school students.
3
Joibari and Mohammadtaheri (2011) claimed that emotional intelligence has a considerable
effect on the students’ academic progress, its main components include self-motivation, self-
awareness, self-control, social awareness and social skills in the students’ curriculum so that they
can learn these skills and use them in their daily lives.2
This statement is essential to the present study as it serves as the basis that personality traits
and emotional intelligence have a significant bearing on students’ academic performance.
According to Daniel Goleman (2010) in his infamous book “Emotional Intelligence: Why
It Can Matter More Than IQ,” IQ had been commonly used as a determinant and associated with
academic success. However, many recent and emerging studies are revealing that IQ alone is not
a reliable predictor of students’ academic achievement. Goleman claims that only 20% of a
person’s success can be attributed to IQ.3
This statement is relatively essential to the study because it was stated here that IQ is not
the main determinant in the students’ academic performance, rather it is emotional intelligence
that has the greatest contribution in the success.
Local
Datu (2017) in his published journal study entitled “Peace of Mind, Academic Motivation, and
Academic Achievement in Filipino High School Students”, concluded that peace of mind is
positively associated with academic achievement and autonomous motivation and is negatively
linked to amotivation. These results indicate that students who feel internal peace and harmony are
more likely to get higher grades and espouse self-determined form of academic motivation. This
corroborated the extant body of knowledge regarding the advantageous relations of positive affect
4
with key academic outcomes such as academic achievement, intrinsic motivation, and academic
engagement.4
The results of Datu’s research is essential knowledge as an individual’s peace of mind is
linked to their neurotic trait, which is one of the Big Five personality traits being evaluated in the
present study.
Related Systems
Presented in this section are the related systems that have similar to the present study. The cited
systems are being discussed to support the bearing of the problem.
Foreign
In their study entitled “The role of Big Five personality in predicting college students’
academic motivation and achievement,” Komarraju, Karau and Schmeck discovered strong
support for the role of personality traits in explaining academic motivation and achievement.
Conscientiousness was the central predictor for intrinsic motivation, extrinsic motivation and
amotivation which implies that students who are more disciplined and organized are mostly likely
to be motivated in their academics. Furthermore, openness was significantly associated with
intrinsic motivation while extraversion was more related to extrinsic motivation. Result showed
that agreeableness and conscientiousness are negatively related to amotivation. As for students’
academic achievement, Komarraju et. al conclude that students who are more conscientious, open,
neurotic, agreeable, and have strong desire to accomplish are more likely to have higher GPAs.5
The present study is significantly related to the aforementioned journal article as it provides
the essential groundwork to prove that there are other factors that may predict academic
achievement aside from IQ and skill that must be explored. Determining the correlation between
5
the Big Five personality traits and academic excellence is the similar main objective of both
studies.
Komarraju, Karau, Schmeck & Avdic (2011) established in their succeeding study entitled
“The Big Five personality traits, learning styles and academic achievement” conducted on a
diverse selection of 308 undergraduate college students that out of the five metacognitive
personality traits, conscientiousness had the most bearing on the development of the four learning
styles: synthesis-analysis, elaborative processing, methodical study and fact retention. It also has
the greatest positive correlation with the students’ GPA, followed by agreeableness and openness.
This implies that students whom are more conscientious can cope better with their academics with
effective learning strategies. On the other hand, neuroticism was found to be a negative predictor
of all four learning styles, thus suggesting that students who are overwhelmed by anxiety have less
effective learning strategies.6
The above system is significant to the current study as it gives necessary background on
the bearing of the Big Five personality traits on academic excellence, which may be juxtaposed
with the results of this research.
According to Sergey Malykh (2016) in his research entitled “The Role of Personality Traits
and Intelligence in Academic Achievement of Russian High School Students,” Russian high
school students who are more open to experiencing or learning new things are more proficient in
coping with tests that measure intelligence, thus having achieving high academic success.
Furthermore, findings show that extraversion is negatively related to non-verbal intelligence,
which led to poorer academic performance, unlike conscientiousness which was found to
positively affect it due to a more well-rounded attitude towards school.7
6
The above system is relevant as it contains results of a similar research endeavor conducted
on Russian high school students which may be compared to the results of the current study that
will be conducted on Filipino senior high school students of Gallanosa National High School and
help confirm shared finding for accurate data.
In a study conducted Hikmet, Sevda and Fatma (2011) entitled “Emotional intelligence
and self-efficacy beliefs as predictors of academic achievement among high school students,” they
utilized the following instruments: The Emotional Intelligence Questionnaire, Self-Efficacy
Beliefs Scale and a demographic information form to evaluate their research participants’
metacognitive personality traits and background.8
This system is heavily essential to the study because it presents the research instruments to
be used to determine to what extent the senior high students of Gallanosa National High School
exhibit each of the Big Five personality traits.
Local
Comedis (2014) concluded in his study entitled “The Role of Social Skills in the
Academic Performance of De La Salle Araneta University Freshmen Students: Creating a
Culture” that social skills are not indicators of students’ intelligence, they are, however, helpful
in their application of learned knowledge or skills in a social setting, thus impacting their
academic achievement. Furthermore, prosocial behaviors have significant bearing in other
necessary learning skills that impact their academic achievement, such as ability to listen to
directions, stay on task, and ask questions. Therefore, social skills function as enablers in
efficient learning, thus positively affecting students’ academic performance.9
7
The system correlates significantly to the present study as good social skills is a key
characteristic of extroverted individuals, thus providing the evidence to prove how extraversion,
one of the Big Five personality traits, plays a role in academic achievement.
Soliemanifar and Shaabani (2012) found neuroticism to be the sole predictor of
exhaustion. They hypothesized that high neuroticism creates a vulnerability to all symptoms of
burnout. Such individuals have a strong tendency to underestimate their own performance,
reacting with intense emotion and self- criticism in stressful situations. The certain facets of
neuroticism especially anxiety and depression – predict exhaustion, especially among the high
burnout group. As anxiety and depression increase, so does the exhaustion component of
burnout.10
The study is attributed to the study as neuroticism, being a meta cognitive personality
trait, can act as a predictor to the academic performance; this system touches down high regard
to anxious and edgy students of the institution.
Synthesis of the State-of-the-Art
***********************************************************************
In their study entitled “The role of Big Five personality in predicting college students’ academic
motivation and achievement,” Komarraju, Karau and Schmeck discovered strong support for the
role of personality traits in explaining academic motivation and achievement. Conscientiousness
8
was the central predictor for intrinsic motivation, extrinsic motivation and amotivation which
implies that students who are more disciplined and organized are mostly likely to be motivated in
their academics. Furthermore, openness was significantly associated with intrinsic motivation
while extraversion was more related to extrinsic motivation. Result showed that agreeableness and
conscientiousness are negatively related to amotivation. As for students’ academic achievement,
Komarraju et. al conclude that students who are more conscientious, open, neurotic, agreeable,
and have strong desire to accomplish are more likely to have higher GPAs.5
Komarraju, Karau, Schmeck & Avdic (2011) established in their succeeding study entitled “The
Big Five personality traits, learning styles and academic achievement” conducted on a diverse
selection of 308 undergraduate college students that out of the five metacognitive personality traits,
conscientiousness had the most bearing on the development of the four learning styles: synthesis-
analysis, elaborative processing, methodical study and fact retention. It also has the greatest
positive correlation with the students’ GPA, followed by agreeableness and openness. This implies
that students whom are more conscientious can cope better with their academics with effective
learning strategies. On the other hand, neuroticism was found to be a negative predictor of all four
learning styles, thus suggesting that students who are overwhelmed by anxiety have less effective
learning strategies.6
According to Sergey Malykh (2016) in his research entitled “The Role of Personality Traits
and Intelligence in Academic Achievement of Russian High School Students,” Russian high
school students who are more open to experiencing or learning new things are more proficient in
coping with tests that measure intelligence, thus having achieving high academic success.
Furthermore, findings show that extraversion is negatively related to non-verbal intelligence,
9
which led to poorer academic performance, unlike conscientiousness which was found to
positively affect it due to a more well-rounded attitude towards school.7
In a study conducted Hikmet, Sevda and Fatma (2011) entitled “Emotional intelligence and
self-efficacy beliefs as predictors of academic achievement among high school students,” they
utilized the following instruments: The Emotional Intelligence Questionnaire, Self-Efficacy
Beliefs Scale and a demographic information form to evaluate their research participants’
metacognitive personality traits and background.8
Comedis (2014) concluded in his study entitled “The Role of Social Skills in the
Academic Performance of De La Salle Araneta University Freshmen Students: Creating a
Culture” that social skills are not indicators of students’ intelligence, they are, however, helpful
in their application of learned knowledge or skills in a social setting, thus impacting their
academic achievement. Furthermore, prosocial behaviors have significant bearing in other
necessary learning skills that impact their academic achievement, such as ability to listen to
directions, stay on task, and ask questions. Therefore, social skills function as enablers in
efficient learning, thus positively affecting students’ academic performance.9
Soliemanifar and Shaabani (2012) found neuroticism to be the sole predictor of
exhaustion. They hypothesized that high neuroticism creates a vulnerability to all symptoms of
burnout. Such individuals have a strong tendency to underestimate their own performance,
reacting with intense emotion and self- criticism in stressful situations. The certain facets of
neuroticism especially anxiety and depression – predict exhaustion, especially among the high
burnout group. As anxiety and depression increase, so does the exhaustion component of
burnout.10
10
******************************************************************************************
Gap Bridged by the Study
The gathered related studies focused on metacognitive personality traits and academic
progress of students. The previous studies covered a wide range of research about the effect of The
Big Five personality traits on the academic performance of students. It dealt with the personality
trait as predictor of students’ academic coping strategies and attitude towards studying. Many
studies showed that there is a significant difference between the two but results varied according
to certain variables, thus further investigation is needed to confirm the initial findings. The new
study will involve sets of tests with the students of Gallanosa National High School as respondents.
The study is expected to yield authorial findings; whereby, the results justify the different set of
norms, mindset, and culture of GNHS students in contrast to the samples in the cited studies. This
will focus on obtaining the students’ personality trait scores and their academic grades in order to
form a more reliable conclusion about the bearing of the metacognitive personality traits on the
11
academic performance of students in Gallanosa National High School.
Conceptual Framework
Input-process-output model is the conceptual model used in this study that shows series of
connected boxes from conceptualization to development.
The paradigm shows the relationship between the independent, dependent and intervening
variables in the study. Senior high school students from Gallanosa National High School possess
The Big Five personality traits, Neuroticism, Extroversion, Openness to Experience,
Conscientiousness and Agreeableness but display each characteristic to a different degree, thus
creating a variance in how it affects their academic performance in school. Ultimately leading to
either low or high grades based on the extent they exhibit a certain trait.
Conceptual Paradigm
Notes
1
Oz, H. The Importance of Personality Traits in Students' Perceptions of Metacognitive
Awareness; year published: 2016; Ankara, TR: Türk Dil Kurumu Baskanligi.
2
Joibari, A., Mohammadtaheri, N. The Study of Relation between Emotional Intelligence and
Students' Academic Achievement of High Schools in Tehran City; year published: 2011; Tehran
City, Iran: Nashre-Cheshmeh Publishing House.
3
Goleman, D. Emotional Intelligence: Why It Can Matter More Than IQ; year published: 2010;
New York, NY: Bantam Books.
12
4
Datu, J.A. Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High
School Students; year published: 2017; Manila, PH: Cambridge University Press.
5
Komarraju, M., Karau, S. J., & Schmeck, R. R. Role of the Big Five personality traits in
predicting college students' academic motivation and achievement. Learning and individual
differences, 19(1); year published: 2009; date accessed: September 2019; Retrieved from:
https://www.sciencedirect.com/science/article/pii/S1041608008000587.
6
Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. The Big Five personality traits,
learning styles, and academic achievement. Personality and individual differences, 51(4), 472-
477; year published: 2011; date accessed: July 2019; Retrieved from:
https://www.sciencedirect.com/science/article/abs/pii/S0191886911002194
7
Malykh, S. The role of personality traits and intelligence in academic achievement of Russian
high school students. Procedia-Social and Behavioral Sciences, 237, 1304-1309; year
published: 2017; date accessed: August 2019; retrieved from:
https://www.sciencedirect.com/science/article/pii/S1877042817302148
8
Yazici, Hikmet & Seyis, Sevda & Altun, Fatma. Emotional intelligence and self-efficacy
beliefs as predictors of academic achievement among high school students. Procedia - Social
and Behavioral Sciences. 15. 2319-2323. 10.1016/j.sbspro.2011.04.100; year published: 2011;
date accessed: July 2019; retrieved from:
www.researchgate.net/publication/271564267_Emotional_intelligence_and_self-
efficacy_beliefs_as_predictors_of_academic_achievement_among_high_school_students
9
Comedis, E. The Role of Social Skills in the Academic Performance of De La Salle Araneta
University Freshmen Students: Creating Culture; date published: March 2014; date accessed:
September 2019; retrieved from: https://www.dlsu.edu.ph/wp-
13
content/uploads/pdf/conferences/research-congress-proceedings/2014/LCCS/LCCS-I-002-
FT.pdf
