The Role of Self-Control and Study Engagement in Improving Oral Expression and Written Statement Ability of Freshmen
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Qiu-mian HONG, Lei CHEN, Kai WANG, Jun-yong ZHU and Su-qing WANG
Objective To investigate whether and how each specific personality traits in students graduated from high school influence their various performance, especially oral expression and written statement ability, in university. Method Students’ basic information, social-status features and personality traits were collected and evaluated at the beginning of the semester. Their four types of study performances were assessed at the end of the semester. Non-parametric test was to investigate performance difference in demographic characteristics, Spearman correlation was used to find the relationship between personality traits and course performance, and multiple linear regression was computed to identify the independent influencing factors. Results Attendance was affected by gender, ethnicity and time perspective; discussion score was affected by been class leader and self-control; quiz was influenced by ethnicity, gender and interaction of self-control and study engagement; and essay score was influenced by been class leader and also interaction of self-control and study engagement. Conclusion Been a class leader during high school study has positive impact on undergraduate’s oral and written skills. Self-control and study engagement are the essential predictors of student’s performances and contribute significantly to their oral expression and written statement ability.
Liberal Education, Self-control, Study Engagement, Oral Expression, Written Statement