<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uğur Akpur</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE RELATIONSHIP PATTERN BETWEEN PERSONALITY TRAITS AND LEARNING RESPONSIBILITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">individual differences</style></keyword><keyword><style  face="normal" font="default" size="100%">learning responsibility</style></keyword><keyword><style  face="normal" font="default" size="100%">personality traits</style></keyword><keyword><style  face="normal" font="default" size="100%">student–centred learning</style></keyword><keyword><style  face="normal" font="default" size="100%">The Big Five</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1718778522.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">As the interest in the shift from teacher–centred paradigm to student–centred learning pedagogies has increasingly grown in popularity nowadays, it should come as no surprise that scholars and academicians have given their attention to the concept of self–engagement in the learning process. In an attempt to explore the role of personality in self–engagement, this paper aims to assess the relationship pattern between individuals’ personality traits and their learning responsibility. A total of 358 students attending a university were recruited for the study.  The Ten–Item Personality Inventory (TIPI) and The Learning Responsibility Scale were administered. The findings revealed that learning responsibility correlates positively with emotional stability, conscientiousness, and agreeableness. However, the associations between extraversion and openness with learning responsibility are negative and not significant. The findings have also demonstrated that although agreeableness does not display a significant predictive power, both emotional stability and conscientiousness have a significant influence on learning responsibility.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">328-340</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ballová Mikušková, E.</style></author><author><style face="normal" font="default" size="100%">Marcela Verešová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISTANCE EDUCATION DURING COVID-19: THE PERSPECTIVE OF SLOVAK TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">negative emotions</style></keyword><keyword><style  face="normal" font="default" size="100%">personality traits</style></keyword><keyword><style  face="normal" font="default" size="100%">positive emotions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1607329450.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers’ point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7% women) aged 23 – 70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">884-906</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Guadalupe de la Iglesia</style></author><author><style face="normal" font="default" size="100%">Alejandro Castro Solano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS: THE ROLE OF THE POSITIVE PERSONALITY MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">academic adjustment</style></keyword><keyword><style  face="normal" font="default" size="100%">personality traits</style></keyword><keyword><style  face="normal" font="default" size="100%">positive traits</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1571384259.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aimed at testing an explicative model of academic achievement of college students. Positive personality traits were hypothesized as the main predictors. Mental health and academic adjustment were tested as mediator variables. This model intended to reflect the main hypothesis that academic achievement is multi-determined and non-intellectual variables play an important role in explaining it. Sample was composed of 256 college students of different majors. The results obtained highlighted the importance of differentiating subjective and objective academic achievement in terms of academic adjustment (AA) and grade point average (GPA), respectively. The explicative model that included positive traits as background variables confirmed the mediating role of mental health and AA in explaining GPA. Sprightliness was the most important predictor of academic achievement in comparison to the other positive traits studied. It is concluded that positive personality traits play an important role in academic outcomes. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">572-583</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Robert Tomšik</style></author><author><style face="normal" font="default" size="100%">Viktor Gatial</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHOOSING TEACHING AS A PROFESSION: INFLUENCE OF BIG FIVE PERSONALITY TRAITS ON FALLBACK CAREER</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Big Five</style></keyword><keyword><style  face="normal" font="default" size="100%">career choice</style></keyword><keyword><style  face="normal" font="default" size="100%">fallback career</style></keyword><keyword><style  face="normal" font="default" size="100%">personality traits</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1519988297.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Personality plays a significant role in influencing motivation for choosing a perspective profession. As empirical evidence confirmed, personality traits conscientiousness, openness to experience, extraversion are in positive correlation with intrinsic motives for choosing teaching as a profession (in negative with personality trait neuroticism), and in negative correlation with extrinsic motivation and fallback career (in positive with personality trait neuroticism). The primary aim of research is to point out the importance of personality traits in career choices via detecting which personality traits are predictors of fallback career. In the research first grade university students (teacher trainees; N = 402) completed the Five Factor Inventory and SMVUP-4-S scale. As results show, Big Five personality traits are in correlation with fallback career and are a significant predictor of fallback career. The Big Five model together explained 17.4% of the variance in fallback career, where personality traits agreeableness, conscientiousness, openness to experience and neuroticism has been shown as a statistically significant predictor of fallback career of teacher trainees.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">100-108</style></section></record></records></xml>