Personality traits and social intelligence roles in self-regulation ability of university students
Kurmanova A. Shaikhymuratova I. Aubakirova Z. Lawrence K.C. Baizhumanova B. Yermentayeva A.
2024Routledge
International Journal of Adolescence and Youth
2024#29Issue 1
This study investigated the contributory roles of personality traits and social intelligence in the self-regulation abilities among sampled 466 university students. Using a standardized instrument, data was collected from 466 participants and analysed with Structural Equation Modeling. The findings revealed that the self-regulation abilities of university students were moderately low. Agreeableness (β =.367, t = 8.299; p < 0.05), neuroticism (β =.350, t = 9.737; p < 0.05), openness (β =.235, t = 6.221; p < 0.05), and extraversion (β =.130, t = 2.854; p < 0.05) significantly predicted self-regulation, with agreeableness having the strongest influence. Conscientiousness, however, had a negative impact, while social intelligence showed little effect. The findings suggest that developing social intelligence is crucial to improving self-regulation abilities, complementing the positive influence of personality traits like agreeableness, openness, and extraversion. Therefore, enhancing social intelligence among university students is essential for promoting effective self-regulation.
personality traits , Self-regulation abilities , social intelligence , university students
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Department of Psychology, L. N. Gumilyov Eurasian National University, Astana, Kazakhstan
Department of Pedagogy, L. N. Gumilyov Eurasian National University, Astana, Kazakhstan
Department of Psychology, Turan University, Almaty, Kazakhstan
Department of Psychology
Department of Pedagogy
Department of Psychology
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