An Investigation of the Big Five and Narrow Personality Traits in Relation to Self-Regulated Learning

Based on a sample of 2036 college students at a large Southeastern university, learner self-regulation was found to be significantly related to four of the big five traits: agreeableness, conscientiousness, emotional stability, and openness—as well as five narrow personality traits: sense of identity, optimism, tough-mindedness, work drive, and major satisfaction. The purpose was to examine self-regulation in relationship to other personality traits, vocational interests, and demographic variables. It was suggested that other personality traits may be influencing learner self-regulation. The results provide empirical support for SRL as a personality trait and for its multiple connections to the Big Five and narrow personality traits. Based on the present findings, we can characterize self-regulating learners as more likely than their more traditional peers to be hard-working, open to new learning, satisfied with their academic major, having a sense of identity, optimistic, conscientious, emotionally stable, and agreeable. Results were discussed in terms of theoretical and methodological implications. Keywords:personality, traits, learner self-regulation, self-direction, learning styles