International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 9, Issue 3 (March 2022), Pages: 142-149

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 Original Research Paper

 Title: Relationship between personality and academic performance among ethnic Khmer students in Vietnam: The mediating role of teacher confirmation

 Author(s): Nguyen Thi Thuy 1, Le Thi Minh Loan 2, Nguyen Do Hong Nhung 3, Nguyen Trong Lang 4, Pham Van Tuan 5, *

 Affiliation(s):

 1School of Foundation Science, Tra Vinh University, Tra Vinh, Vietnam
 2Faculty of Psychology, VNU University of Social Sciences and Humanities, Hanoi, Vietnam
 3Department of Educational Psychology, Thai Nguyen University of Education, Thai Nguyen, Vietnam
 4School of Education, Tra Vinh University, Tra Vinh, Vietnam
 5Faculty of Humanities & Social Sciences, Van Lang University, Ho Chi Minh City, Vietnam

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0001-6785-0673

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.03.016

 Abstract:

Understanding factors associated with students’ achievement in higher education is critical for planning interventions and services to improve their performance. The aim of this work was to explore the relationship between personality traits and academic performance of Khmer students and examine the role of teacher confirmation of this association. The design was randomly sampled once by a cross-sectional study. A sample population of 426 Khmer students from the first to the third year of three universities in the Mekong Delta region of Vietnam completed the Big-Five personality dimension test, the teacher confirmation scale, and reported their college grade point average (GPA). Results revealed that all five personality traits were positive significantly related to academic performance. The results of the current study are also in line with what other studies have confirmed that personality traits are important predictors of academic achievement. Further, Bootstrapping and Sobel's analyses indicated that teacher confirmation mediated the association between openness to experience, conscientiousness, agreeableness traits, and academic performance while the association of extraversion, emotional stability, and academic achievement was not mediated by teacher confirmation. The findings were interpreted within the classroom context in a multicultural environment in the Mekong delta of Vietnam where instructors could encourage and nurture the Khmer students’ achievements based on their personality traits and through the role of teacher confirmation in the classroom. 

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Personality traits, Teacher confirmation, Academic performance, Mediator, Khmer students

 Article History: Received 13 October 2021, Received in revised form 3 January 2022, Accepted 10 January 2022

 Acknowledgment 

The authors acknowledge the lecturers, the students at Tra Vinh University, who had supported us in this research.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Thuy NT, Loan LTM, and Nhung NDH et al. (2022). Relationship between personality and academic performance among ethnic Khmer students in Vietnam: The mediating role of teacher confirmation. International Journal of Advanced and Applied Sciences, 9(3): 142-149

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 Figures

 Fig. 1 

 Tables

 Table 1 Table 2   

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