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      Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education

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      Personality and Individual Differences

      Elsevier BV

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          Most cited references 35

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          ON QUALITATIVE DIFFERENCES IN LEARNING: I-OUTCOME AND PROCESS*

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            Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)

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              A contrarian view of the five-factor approach to personality description.

               Jack Block (1995)
              The 5-factor approach (FFA) to personality description has been represented as a comprehensive and compelling rubric for assessment. In this article, various misgivings about the FFA are delineated. The algorithmic method of factor analysis may not provide dimensions that are incisive. The "discovery" of the five factors may be influenced by unrecognized constraints on the variable sets analyzed. Lexical analyses are based on questionable conceptual and methodological assumptions, and have achieved uncertain results. The questionnaire version of the FFA has not demonstrated the special merits and sufficiencies of the five factors settled upon. Serious uncertainties have arisen in regard to the claimed 5-factor structure and the substantive meanings of the factors. Some implications of these problems are drawn.
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                Author and article information

                Journal
                Personality and Individual Differences
                Personality and Individual Differences
                Elsevier BV
                01918869
                December 2000
                December 2000
                : 29
                : 6
                : 1057-1068
                Article
                10.1016/S0191-8869(99)00253-6
                © 2000

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