Abstract
This study investigated the role of the "Big Five" personality dimensions in the dynamics of institutional departure in a convenience sample of 240 first-time, first-semester students enrolled in Introduction to Psychology at a large southwestern state university. Of the "Big Five" dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness to experience), structural equation modeling revealed that conscientiousness exhibited the largest total effect on institutional departure (-.293). Conscientiousness exerted indirect effects (-.133) on institutional departure via organizational involvement, initial institutional commitment, and cumulative GPA as well as a direct effect (-.160) on institutional departure. Only 14 of the 240 students departed the institution within 1 year. A discriminant function analysis of institutional persistence versus departure, using cumulative GPA, institutional commitment, and conscientiousness as predictors, yielded a high false positive rate (67.6%) and a high sensitivity rate (78.6%).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 233-256 |
| Number of pages | 24 |
| Journal | Contemporary Educational Psychology |
| Volume | 23 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jul 1998 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Education
Cite this
The Big Five Personality Dimensions and the Process of Institutional Departure. / Okun, Morris A.; Finch, John F.
In: Contemporary Educational Psychology, Vol. 23, No. 3, 07.1998, p. 233-256.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The Big Five Personality Dimensions and the Process of Institutional Departure
AU - Okun, Morris A.
AU - Finch, John F.
PY - 1998/7
Y1 - 1998/7
N2 - This study investigated the role of the "Big Five" personality dimensions in the dynamics of institutional departure in a convenience sample of 240 first-time, first-semester students enrolled in Introduction to Psychology at a large southwestern state university. Of the "Big Five" dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness to experience), structural equation modeling revealed that conscientiousness exhibited the largest total effect on institutional departure (-.293). Conscientiousness exerted indirect effects (-.133) on institutional departure via organizational involvement, initial institutional commitment, and cumulative GPA as well as a direct effect (-.160) on institutional departure. Only 14 of the 240 students departed the institution within 1 year. A discriminant function analysis of institutional persistence versus departure, using cumulative GPA, institutional commitment, and conscientiousness as predictors, yielded a high false positive rate (67.6%) and a high sensitivity rate (78.6%).
AB - This study investigated the role of the "Big Five" personality dimensions in the dynamics of institutional departure in a convenience sample of 240 first-time, first-semester students enrolled in Introduction to Psychology at a large southwestern state university. Of the "Big Five" dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness to experience), structural equation modeling revealed that conscientiousness exhibited the largest total effect on institutional departure (-.293). Conscientiousness exerted indirect effects (-.133) on institutional departure via organizational involvement, initial institutional commitment, and cumulative GPA as well as a direct effect (-.160) on institutional departure. Only 14 of the 240 students departed the institution within 1 year. A discriminant function analysis of institutional persistence versus departure, using cumulative GPA, institutional commitment, and conscientiousness as predictors, yielded a high false positive rate (67.6%) and a high sensitivity rate (78.6%).
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U2 - 10.1006/ceps.1996.0974
DO - 10.1006/ceps.1996.0974
M3 - Article
VL - 23
SP - 233
EP - 256
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
SN - 0361-476X
IS - 3
ER -