'n Ondersoek na die verband tussen die Groot Vyf-persoonlikheidsfaktore en opleidingsprestasie by volwasse basiese opvoeding en opleiding leerders

[摘要] ENGLISH ABSTRACT:The aim of this study was to investigate the nature of the relationship between the BigFive personality factors and practical and theoretical training performance in adult Basiceducation and training (ABET).The existing literature on the subject was surveyed; this is followed by a report on theresults of the empirical investigation. The experimental group consisted of 82 learnerswho followed an ABET level-4 course. Personality was determined by means of theFive-Factor Non-Verbal Personality Questionnaire (FF-NPQ), while cognitive skillswere measured with Raven's Standard Progressive Matrix.By using the Pearson product moment correlation coefficient, multiple regression analysisand factor analysis, it was established that, apart from IQ, there was a significantpositive correlation between agreeableness and practical training performance.Although there was also a significant, but small, positive correlation betweenneuroticism and practical training performance, the influence of the former factor onpractical training performance could not be confirmed by a regression analysis. OnlyIQ and to a lesser extent neuroticism, conscientiousness and extroversion showed arelation with theoretical training performance. Once again, the influence of the latterthree factors on theoretical training performance could not be confirmed by a regressionanalysis. The conclusion is thus drawn in this study that only IQ has a significantinfluence on theoretical training performance.Results also indicate that characteristics such as trust, helpful behaviour and co-operativebehaviour, which indicate agreeableness, help to promote receptiveness intraining in practical work, especially with respect to skills training. It appears that therole of personality factors with respect to training performance depends on: a) the natureof the training programme being followed, b) the degree of difficulty of the trainingprogramme, and c) the work or task objectives for which the training is beingundertaken.The conclusion was drawn that the findings of studies on the relationship betweentraining performance and personality should be interpreted with circumspection and thata great deal of research is required in this area.

[发布机构] Stellenbosch University