The impact of personality on scholarly performance in the light of intervening job of scholarly motivation

Abstract

Purpose: This comparative study holistically assesses the effect of personality on scholastic motivation and scholarly performance. Design/Methodology/Approach: The contribution and the relevant methodology are based on an educational motivation interceded the association between openness to experience and standards with scholarly performance. The research sample consists of students who willfully participated and they were approached to finish a personality poll (NEO-FFI), and a scholastic motivation survey (AMS-C 28, included GPA and statistic information) on a pioneering critical comparative structural model. Findings: Based on the implied arguments and yielded results, the article considers the interceding role of scholastic motivation about personality and performance. The nature of these relations, can be a point of takeoff to assist inquires about this issue. Practical implications: Based on addressing its structural purposes, the study sheds a new light on the conscientiousness that predicts both intrinsic and extrinsic motivation. Earlier investigations show that there is a relationship between openness to involvement and insights. Originality/Value: Although this study builds upon recent studies about character, motivation and different factors can affect scholastic performance that can be analyzed in future investigations as an innovative idea for the harmonization in this field.