Document Type : Original Research Paper

Authors

1 Department of Computer Engineering, Iran University of Science and Technology,Tehran,Iran

2 Department of Computer Engineering, Iran University of Science and Technology ,Tehran.Iran

3 Department of Computer Engineering, Iran University of Science and Technology ,Tehran,Iran

Abstract

Abstract: There have been many studies about personality role in students’ studies in recent years. However,
these studies do not provide a comprehensive model. In addition, statistical researchers have just attended the
relationship between each individual’s personality and his academic performance without considering the impact
of people around him on his educationalachievements. In this research, a social simulation has been propounded
which shows the impact of an individual’s personality and other people around him in his academic performance
using multi-agent systems. Each individual in the simulation has five personality factors which came from the
theory of “big five personality”. The simulation is prepared as a tool with a user interface to set parameters and
see the result of each simulation. The parameters have been considered by experts to be replaced during the test
phase. Data used for simulation was taken with the help of the “big five personality” questionnaire distributed
among 35 second-year computer students in Iran University of Science and Technology. Reliability and validity
of questions have been previously reviewed by experts. Simulation was executed on the data and the results had
been prepared using each student’s personality and adding the friendship links between them. It has been shown
that taking into account each student’s friends’ personality can improve the simulation results.
 

Keywords

Main Subjects

[1] Shokri A., Daneshpour Z. and Asgari A., Sex Differences in Academic Performance: Role of Personality, journal of behavioral science, Vol.2, No.2, 2008, pp.127-142. [2] Shokri A., Kadivar P., Naghsh Z., Ghanayi Z.V. and Daneshpour Z., Personality, Academic Stress, and Academic Performance, journal of psychological studies, Vol.3, No.3, 2007, pp.25-48. [3] Blickle G., Personality traits, Learning strategies, and performance, European journal of Personality, Vol.10, 1996, pp.337-352. [4] Furnham A., Chamorro-Premuzic T. and McDougall F., Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance, Learning and Individual Differences, Vol.14, No.1, 2002, pp.47 – 64. [5] Marsh Herbert W., Trautwein U., Lüdtke O., فاطمه السادات المدرسی طس انو همکار 22 نشریه علمی پژوهشی فناوری آموزش، جلد8 ، شماره1،زمستان1392 Köller O. and Baumert J., Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement, Journal of Personality, Vol.74, No.2, 2006, pp.403–456. [6] Martin J.H., Montgomery R.L., and Saphian D., Personality, achievement test scores, and high school percentile as predictors of academic performance across four years of coursework, Journal of Research in Personality, Vol.40, No.4, 2006, pp.424 – 431. [7] John O.P., Donahue E.M. and Kentle R.L., The big five inventory-visions 4a and 54, University of California, Berkeley, Institute of Personality and Social Research, 1991. [8] Kardum I. and Krapic N., Personality traits, stressful life events, and coping styles in early adolescence, Personality and individual Differences,Vol.2001, pp.503-515. [9] Korotkove D. and Hannah T.E., The five factor model of personality: strengths and limitations in predicting health status, sick-role and illness behavior, Personality and Individual Differences, Vol.36, 2004, pp.187-199. [10] Bidjerano T. and Dai D.Y., The relationship between the big-five model of personality and self-regulated learning strategies, Learning and Individual Differences, Vol.17, No.1, 2007, pp.69-81. [11] Komarraju M., Karau S., and Schmeck R., Role of the big five personality traits in predicting college students’ academic motivation and achievement, Learning and Individual Differences, Vol.19, No.1, 2009. [12] Judge T.A., Jackson C.L., Shaw J.C., Scott B. A., and Rich B.L., Self-efficacy and workrelated performance: the integral role of individual differences. Journal of Applied Psychology, Vol.92, No.1, 2007, pp.107–127. [13] Ackerman P.L., Bowen K.R., Beier M., and Kanfer R., Determinants of individual differences and gender differences in knowledge, Journal of Educational Psychology, Vol.93, No.4, 2001, pp.797- 825. [14] Poropat A.E., A meta-analysis of the fivefactor model of personality and academic, Psychological Bulletin, Vol.135, No.2, 2009. [15] Chamorro-Premuzic T. and Furnham A., Personality predicts academic performance: Evidence from two longitudinal university samples, Journal of Research in Personality, Vol.37, No.4, 2003, pp.319 – 338. [16] Chamorro-Premuzic,T. and Furnham, A., Personality traits and academic examination performance, European Journal of Personality, Vol.17, No.3, 2003, pp.237–250. [17] Conte R. and Castel franchi C., Cognitive and Social Action, University College London Press, 1995. [18] Huhns M.N. and Singh M.P., Readings in Agents, San Francisco, MorganKaufmann, 1998. [19] Wooldridge M. and Jennings N.R., Intelligent agents: theory and practice, The Knowledge Engineering Review, Vol.10, 1995, pp.115- 152. [20] John O.P. and Srivastava S., The big five taxonomy history, measurement, and theoretical perspectives, John O.P. (Ed.), Handbook of personality theory and research, The Guilford Press, 1999, pp.102-138. [21] Gilbert N. and Troitzsch K.G., Simulation for the Social Scientist, second edition, Mc GrawHill Education, London, 2005. [22] Hassan S., Towards a Data-driven Approach for Agent-Based Modeling: Simulating Spanish Post modernization, (PhD Thesis), 2010. [23] Edmonds B., Simulation and complexity - how they can relate, In Virtual Worlds of Precision - Computer-based Simulations in the Sciences and Social Sciences, 2005. [24] Macy M.W. and Willer R., From factors to actors: Computational sociology and agentbased modeling, Annual Review of Sociology, Vol.28, No.1, 2002, pp.143–166. [25] McCrae R.R. and Costa P.T., Joint factors in self-report and ratings: Neuroticism, extraversion and openness to experience, Personality and Individual Differences 4, 1983, pp.245-255. [26] Martin J.H., Montgomery R.L. and Saphian D., Personality, achievement test scores, and high school percentile as predictors of academic performance across four years of coursework, Journal of Research in Personality, Vol.40, 2006, pp.424-431. [27] Garousi M.T., Application of the neo pir test and analytic evaluation of its characteristics and factorial structure among Iranian university Students, Human Sci Alzahra Uni Vol.11, 2001, pp.30 – 38. [28] Haghshenas H., NEO PI-R Personality Test, Shiraz University of Medical Sciences, 1998. [29] Jaganathan S., On the Incorporation of the Personality Factors into Crowd Simulation (Ph.D thesis), University of Central Florida, 2007. [30] Wilensky U., Netlogo., Available at: http:// ccl. northwestern.edu/netlogo/., 1999.
CAPTCHA Image