THE ROLE OF THE FIVE-FACTOR MODEL OF PERSONALITY AND GOAL ORIENTATION IN PREDICTING ADOLESCENTS’ SCHOOL ACHIEVEMENT
THE ROLE OF THE FIVE-FACTOR MODEL OF PERSONALITY AND GOAL ORIENTATION IN PREDICTING ADOLESCENTS’ SCHOOL ACHIEVEMENT

Summary/Abstract: The aim of this research is to examine the contribution of the dimensions of the five-factor model of personality and the construct of goal orientation to the prediction of the variance of adolescent school achievement. The pertinent sample consisted of (N = 220) adolescents from secondary schools in Valjevo (M age =18.20, SD = 0.46 years). The following measuring instruments were used: Big Five Inventory – BFI with five-point Likert type scale, and Goal orientation questionnaire – CSRL. The findings of the hierarchical regression analysis, with a statistically significant 20% of the variance, showed that the personality dimensions of the model (conscientiousness and neuroticism), as well as the construct goal orientation on learning, are statistically significant positive determinants of grades in Serbian language. In addition, it is concluded that more open adolescents have higher marks in their mother tongue, while more extroverted ones achieve lower grades. At the same time, the predictor variables of goal orientation did not manifest a relevant moderator partial effect on the criterion variables of average grade and foreign language grades. In general, the findings obtained in the conducted multiple regression analysis can serve as a motive for teachers to conduct more detailed research on the function of the BFI model of personality regression and goal orientation criteria in the prediction of school achievement in adolescent population. Possible explanations and implications of the obtained results for the creation of the “Big Five” personality factors and goal orientation – predictor of school achievement in adolescence - were analyzed.

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