CHARACTER ACCENTUATIONS OF STUDENTS AT DIFFERENT STAGES OF STUDY DEPENDING ON ACADEMIC PERFORMANCE
Keywords:
character accentuations, students, academic performance, Schmishek’s questionnaire, personality traits, extraversion, neuroticismAbstract
The purpose of this study is to identify and compare the features of character accentuations among first-year and final-year students with different levels of academic performance. The sample consisted of 60 students (48 females and 12 males) enrolled in the 1st and 4th years at Brest State University named after A. S. Pushkin. Participants were divided into groups according to year of study (30 students in each group) and level of academic performance (28 high achievers and 32 average achievers). Diagnostic tools included Schmishek’s Character Accentuation Questionnaire for identifying accentuation types and the Eysenck Personality Questionnaire (EPQ) for assessing basic personality traits. Academic performance level was determined using students’ grade point averages. Statistical analysis was conducted using the Mann–Whitney U test.
The results indicate that hyperthymic and pedantic accentuation types prevail among first-year students, whereas pedantic accentuations predominate among fourth-year students. The hyperthymic type is significantly more characteristic of first-year students. High-achieving students more frequently demonstrate pedantic traits, while students with average performance show more pronounced hyperthymic, emotive, and demonstrative tendencies. First-year students, as well as those with average academic performance, exhibit higher levels of extraversion.
Conclusion and significance: The findings highlight the dynamics of personality characteristics throughout university education and their relationship with academic outcomes. The results may be useful in psychological and pedagogical support aimed at developing individualized learning approaches and preventing maladjustment among students.
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