The aim of present study was to predicting slow paced students’ performance achievement based on personality traits, locus of control and achievement motivation. This research was from type of correlation. The statistical population included all slow paced students at the high school of Varamin city that totally 60 student were selected by convenient sampling method. All of them completed the questionnaires of personality traits, locus of control and achievement motivation. The average of students considered as an indicator of performance achievement. Data was analyzed by multivariate regression. The results showed that the Personality traits of agreeableness and conscientiousness, internal locus of control and achievement motivation had a positive and significant relationship with performance achievement and neuroticism had a negative and significant relationship with performance achievement. These variables predict 29/8 percent of students’ performance achievement. paying attention to the variables such as personality traits, locus of control and achievement motivation have crucial role in predicting performance achievement.
mirheydari, S. J., mirhashemi, M., & obolmaali, K. (2017). Prediction of Slow Paced Students’ Performance Based on Personality Traits, Locus of Control and Achievement Motivation. Empowering Exceptional Children, 8(1), 16-24.
MLA
seyed jafar mirheydari; malek mirhashemi; khadije obolmaali. "Prediction of Slow Paced Students’ Performance Based on Personality Traits, Locus of Control and Achievement Motivation". Empowering Exceptional Children, 8, 1, 2017, 16-24.
HARVARD
mirheydari, S. J., mirhashemi, M., obolmaali, K. (2017). 'Prediction of Slow Paced Students’ Performance Based on Personality Traits, Locus of Control and Achievement Motivation', Empowering Exceptional Children, 8(1), pp. 16-24.
VANCOUVER
mirheydari, S. J., mirhashemi, M., obolmaali, K. Prediction of Slow Paced Students’ Performance Based on Personality Traits, Locus of Control and Achievement Motivation. Empowering Exceptional Children, 2017; 8(1): 16-24.
