Coded respondent survey data to analyze the impact of big five personality traits on student engagement consisting of their emotional and physical engagement
Data files
Aug 27, 2024 version files 68.64 KB
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Coded_datasheet.xlsx
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README.md
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Abstract
In the present scholarly inquiry, the author leverages the framework of the Big Five personality traits and the concept of student engagement (dimensions include physical engagement, emotional engagement and cognitive engagement) to investigate the interplay within these constructs. More importantly, understanding the association between personality traits and various dimensions of student engagement helps teachers develop or adopt effective pedagogical practices. The research model was empirically assessed using a sample of 206 B-School students enrolled in a private business school in the southern region of India. The findings recommend that the personality components of conscientiousness and openness positively affect students' levels of physical engagement. Moreover, the study supports the beneficial impact of openness on emotional engagement and extraversion on cognitive engagement. It provides a comprehensive understanding of physical engagement as a mediating factor in the relationship between the Big Five personality traits—openness, conscientiousness, and cognitive engagement. However, the study does not provide empirical evidence for the influence of agreeableness on students' emotional and cognitive engagement, indicating a need for further investigation in future research.
README: Coded respondent survey data to analyze the impact of big five personality traits on student engagement consisting of their emotional and physical engagement.
https://doi.org/10.5061/dryad.h18931zvj
1. Title: Coded respondent survey data to analyze the impact of big five personality traits on student engagement consisting of their emotional and physical engagement.
2. Introduction: This study has introduced a conceptual framework to understand the connection between students personality traits and cognitive engagement with a special focus on mediating function of their physical and emotional engagement. This study contained 7 major study variables. To measure these constructs well-established measurement scales have been employed.
3. Dataset Description:
Source: Data was obtained from 206 postgraduate human resource management students from private B-schools in Sothern India. We restricted this study to human resource management students because of variability in student engagement behaviour across the courses
Data collection methods: A non-experimental survey-based questionnaire was distributed online and offline to the respondents. A purposive sampling technique was followed. Respondents were provided a consent form where they were assured that any time of the survey, they could leave without any accountability. All personal details will be kept confidential.
Data coding: The datasheet contains two sections. Demographic variables were captured through categorical scales and study variables were based on 5-item Likert scales where 5 =strongly agree, 4= agree, 3= neutral, 2= disagree, 1= strongly disagree. Items with negative intentions were coded reversely. There was no missing data, outliers and data transformations happened.
Demographic variables.
1) Gender: Female – 1/ Male- 2 / Prefer not to say – 3
2) Age: Less than 22yrs -1 / 22-27 years. – 2 / 28 -33yrs. – 3 / 34 -39yrs. – 4 / Above 40yrs. – 5
3) Total work experience : Less than 2 yrs -1/ 2-5 yrs – 2/ 5-8 yrs -3/ 8-11 yrs -4/ 11-14 yrs – 5/ More than 14 yrs. -6.
Study variables:
i. Extraversion – EXT
ii. Agreeableness – AGR
iii. Conscientiousness – CON
iv. Openness to experience – OPN
v. Emotional Engagement – EE
vi. Physical Engagement – PE
vii. Cognitive Engagement – CE
Measurement scales:
| Variable Name | No. of Items | Measurement Scales |
|---|---|---|
| i. Extraversion – EXT | (John & Srivastava, 1999) | |
| i. Emotional Engagement – EE | 18 items | (Burch, Heller, Burch, Freed, & Steed, 2015) |
Measurement scale items:
| Code | Item Statements | Strongly Agree (5) | Agree (4) | Neutral (3) | Disagree (2) | Strongly Disagree (1) |
|---|---|---|---|---|---|---|
| EXT1 | I see Myself as Someone Who Is original, comes up with new ideas | |||||
| EXT2 | Tends to find fault with others | |||||
| EXT3 | Does a thorough job | |||||
| EXT4 | Is curious about many different thing | |||||
| EXT5 | Is helpful and unselfish with others | |||||
| EXT6 | Can be somewhat careless | |||||
| EXT7 | Is ingenious, a deep thinker | |||||
| EXT8 | Starts quarrels with others | |||||
| AGR1 | Is a reliable person | |||||
| AGR2 | Is talkative | |||||
| AGR3 | Has an active imagination | |||||
| AGR4 | Has a forgiving nature | |||||
| AGR5 | Tends to be disorganized | |||||
| AGR6 | Is reserved | |||||
| AGR7 | Is inventive | |||||
| AGR8 | Is generally trusting | |||||
| AGR9 | Tends to be lazy | |||||
| CON1 | Is full of energy | |||||
| CON2 | Values artistic, aesthetic experiences | |||||
| CON3 | Can be cold and aloof | |||||
| CON4 | Perseveres until the task is finished | |||||
| CON5 | Generates a lot of enthusiasm | |||||
| CON6 | Prefers work that is routine | |||||
| CON7 | Is considerate and kind to almost Everyone | |||||
| CON8 | Does things efficiently | |||||
| CON9 | Tends to be quiet | |||||
| OPN1 | Likes to reflect, play with ideas | |||||
| OPN2 | Is sometimes rude to others | |||||
| OPN3 | Makes plans and follows through with them. | |||||
| OPN4 | Has an assertive personality | |||||
| OPN5 | Has few artistic interests | |||||
| OPN6 | Likes to cooperate with others | |||||
| OPN7 | Is easily distracted | |||||
| OPN8 | Is sometimes shy, inhibited | |||||
| OPN9 | Is sophisticated in art, music, or literature | |||||
| OPN10 | Is outgoing, sociable | |||||
| EE1 | I am enthusiastic about this class. | |||||
| EE2 | I feel energetic when I am in this class | |||||
| EE3 | I am interested in material I learn in this class | |||||
| EE4 | I am proud of assignments I complete in this class | |||||
| EE5 | I feel positive about the assignment I complete in this class | |||||
| EE6 | I am excited about coming to this class | |||||
| PE1 | I work with intensity on assignments for this class | |||||
| PE2 | I exert my full efforts toward this class | |||||
| PE3 | I devote a lot of energy toward this class | |||||
| PE4 | I try my hardest to perform well for this class | |||||
| PE5 | I strive as hard as I can to complete assignments for this class | |||||
| PE6 | I exert a lot of energy for this class | |||||
| CE1 | When I am in the classroom for this class/course, my mind is focused on class discussion and | |||||
| CE2 | When I am in the classroom for this class/course, I pay a lot of attention to class discussion and | |||||
| CE3 | When I am in the classroom for this class/course, I focus a great deal of attention on class | |||||
| CE4 | When I am in the classroom for this class/course, I am absorbed by class discussion and | |||||
| CE5 | When I am in the classroom for this class/course, I concentrate on class discussion and | |||||
| CE6 | When I am in the classroom for this class/course, I devote a lot of attention to class discussion |
Methods
Source: Data was obtained from 206 postgraduate human resource management students from private B-schools in Sothern India. We restricted this study to human resource management students because of variability in student engagement behaviour across the courses
Data collection methods: A non-experimental survey-based questionnaire was distributed online and offline to the respondents. A purposive sampling technique was followed. Respondents were provided a consent form where they were assured that any time of the survey, they could leave without any accountability. All personal details will be kept confidential.
Data coding: The datasheet contains two sections. Demographic variables were captured through categorical scales and study variables were based on 5-item Likert scales where 5 =strongly agree, 4= agree, 3= neutral, 2= disagree, 1= strongly disagree. Items with negative intentions were coded reversely. There was no missing data, outliers and data transformations happened.