{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/98084"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/98084","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Personality and academic performance outcomes: the mediating role of engagement","abstract":"The student, Jenna Yates, submitted this Dissertation for approval on 2017-04-10 at 11:31.","abstract_html":"The student, Jenna Yates, submitted this Dissertation for approval on 2017-04-10 at 11:31.","abstract_has_math":false,"creators":["Yates, Jenna Alexandra"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Strauser, David","Rounds, James","Chui, Chung-Yi","Wong, Alex"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-09-29T16:37:37Z","date_published":"2017-09-29T16:37:37Z","updated_at":"2026-07-22T22:24:34Z","subjects":["Academic performance","Personality","Mediation","Engagement","Effort","Perceived fit"],"languages":["en"],"rights":["Copyright 2017 Jenna Yates"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/98084","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Strauser, David","Rounds, James","Chui, Chung-Yi","Wong, Alex"]},{"key":"dc:creator","label":"Author","values":["Yates, Jenna Alexandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-09-29T16:37:37Z","2017-04-10","2017-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic performance","Personality","Mediation","Engagement","Effort","Perceived fit"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Jenna Yates"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/98084"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The student, Jenna Yates, submitted this Dissertation for approval on 2017-04-10 at 11:31.","This Dissertation was approved for publication on 2017-04-10 at 16:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10676 on 2017-09-29 at 11:25:08","Made available in DSpace on 2017-09-29T16:37:37Z (GMT). No. of bitstreams: 2 YATES-DISSERTATION-2017.pdf: 1325443 bytes, checksum: b1fe5f337e3e3c85260c0b8bf8a24e93 (MD5) LICENSE.txt: 4208 bytes, checksum: fe7da7c70f34529a2bfa681b78c6ff38 (MD5) Previous issue date: 2017-04-10","Attention to the factors that contribute to academic success has increased over the past decade with the fluctuating changes in the U.S. economy and unemployment rates (D’Allesandro, 2012; Rose, 2013). Historically, one of the most commonly studied predictors of academic performance has been cognitive ability. In recent years, research has shifted beyond cognitive ability to identifying additional individual difference factors, including noncognitive factors. This study aims to contribute to the literature examining noncognitive factors. This study considered two samples consisting of n = 267 and n = 190 college students from a midwestern university. The study investigated the variables core self-evaluations (CSE), developmental work personality (DWP) and Type D personality (DS14) their direct effect on academic success. In addition, engagement was examined as a potential mediator between these variables and academic success. Key findings illustrated (a) the variables CSE and DWP had a significant positive direct effect on effort predicting a total of 6% of the variance while controlling for gender; (b) the variable CSE had a significant positive direct effect on perceived fit predicting a total of 19% of the variance while controlling for demographic variables (age, gender, and year in school); (c) the variable engagement significantly mediated the relationship between CSE and effort, DWP and effort, and CSE and perceived fit. Conclusions from this study revealed that the noncognitive factors of CSE, DWP and engagement impact academic performance outcomes. Through continuing research, it is hoped that the findings from this study will contribute to the development of interventions at the university level with the goal of facilitating positive retention outcomes and individual academic success rates.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-09-29 without embargo terms","The student, Jenna Yates, accepted the attached license on 2017-04-10 at 11:25."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Personality and academic performance outcomes: the mediating role of engagement"]}]}],"canonical_facts":{"dc:contributor":["Strauser, David","Rounds, James","Chui, Chung-Yi","Wong, Alex"],"dc:creator":["Yates, Jenna Alexandra"],"dc:date":["2017-09-29T16:37:37Z","2017-04-10","2017-08"],"dc:description":["The student, Jenna Yates, submitted this Dissertation for approval on 2017-04-10 at 11:31.","This Dissertation was approved for publication on 2017-04-10 at 16:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10676 on 2017-09-29 at 11:25:08","Made available in DSpace on 2017-09-29T16:37:37Z (GMT). No. of bitstreams: 2 YATES-DISSERTATION-2017.pdf: 1325443 bytes, checksum: b1fe5f337e3e3c85260c0b8bf8a24e93 (MD5) LICENSE.txt: 4208 bytes, checksum: fe7da7c70f34529a2bfa681b78c6ff38 (MD5) Previous issue date: 2017-04-10","Attention to the factors that contribute to academic success has increased over the past decade with the fluctuating changes in the U.S. economy and unemployment rates (D’Allesandro, 2012; Rose, 2013). Historically, one of the most commonly studied predictors of academic performance has been cognitive ability. In recent years, research has shifted beyond cognitive ability to identifying additional individual difference factors, including noncognitive factors. This study aims to contribute to the literature examining noncognitive factors. This study considered two samples consisting of n = 267 and n = 190 college students from a midwestern university. The study investigated the variables core self-evaluations (CSE), developmental work personality (DWP) and Type D personality (DS14) their direct effect on academic success. In addition, engagement was examined as a potential mediator between these variables and academic success. Key findings illustrated (a) the variables CSE and DWP had a significant positive direct effect on effort predicting a total of 6% of the variance while controlling for gender; (b) the variable CSE had a significant positive direct effect on perceived fit predicting a total of 19% of the variance while controlling for demographic variables (age, gender, and year in school); (c) the variable engagement significantly mediated the relationship between CSE and effort, DWP and effort, and CSE and perceived fit. Conclusions from this study revealed that the noncognitive factors of CSE, DWP and engagement impact academic performance outcomes. Through continuing research, it is hoped that the findings from this study will contribute to the development of interventions at the university level with the goal of facilitating positive retention outcomes and individual academic success rates.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-09-29 without embargo terms","The student, Jenna Yates, accepted the attached license on 2017-04-10 at 11:25."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/98084"],"dc:language":["en"],"dc:rights":["Copyright 2017 Jenna Yates"],"dc:subject":["Academic performance","Personality","Mediation","Engagement","Effort","Perceived fit"],"dc:title":["Personality and academic performance outcomes: the mediating role of engagement"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:34Z"}