The Relationship Between Extraversion, Anxiety, and Academic Performance When Participation is Required

Persistent Link:
http://hdl.handle.net/10150/579051
Title:
The Relationship Between Extraversion, Anxiety, and Academic Performance When Participation is Required
Author:
Snodgrass, Megan Elizabeth
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
We explored the relationship between a person's level of extraversion, their overall academic performance, and their anxiety levels when participation was required in the classroom. This study specifically tested the effect that extroversion had on academic performance via the reduction of anxiety in class participation. We hypothesized that when participation was required there would be a positive correlation between the students' level of extraversion and their overall academic performance indirectly through the amount of anxiety the student felt in the classroom. Our study was conducted online and used participants from the introductory to psychology course at the University of Arizona. We conducted a meditational analysis on the results, and they were congruent with original hypothesis. These results have some important implications for the education realm.
Type:
text; Electronic Thesis
Degree Name:
B.S.
Degree Level:
bachelors
Degree Program:
Honors College; Psychology
Degree Grantor:
University of Arizona
Advisor:
Greenberg, Jeff

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Relationship Between Extraversion, Anxiety, and Academic Performance When Participation is Requireden_US
dc.creatorSnodgrass, Megan Elizabethen
dc.contributor.authorSnodgrass, Megan Elizabethen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractWe explored the relationship between a person's level of extraversion, their overall academic performance, and their anxiety levels when participation was required in the classroom. This study specifically tested the effect that extroversion had on academic performance via the reduction of anxiety in class participation. We hypothesized that when participation was required there would be a positive correlation between the students' level of extraversion and their overall academic performance indirectly through the amount of anxiety the student felt in the classroom. Our study was conducted online and used participants from the introductory to psychology course at the University of Arizona. We conducted a meditational analysis on the results, and they were congruent with original hypothesis. These results have some important implications for the education realm.en
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.nameB.S.en
thesis.degree.levelbachelorsen
thesis.degree.disciplineHonors Collegeen
thesis.degree.disciplinePsychologyen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorGreenberg, Jeffen
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