University of Bahrain
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Differences in the Big Five Personality Traits according to Gender and Need for Cognition

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dc.contributor.author Dr. Jaradat,Abdul-Kareem M.
dc.contributor.author Dr. Ghazal,Muawia M. Abu
dc.date.accessioned 2018-08-02T05:46:04Z
dc.date.available 2018-08-02T05:46:04Z
dc.date.issued 2014
dc.identifier.issn 1726-3678
dc.identifier.uri https://journal.uob.edu.bh:443/handle/123456789/2506
dc.description.abstract The present study aimed to explore differences in the Big Five Personality Traits (BFPT) between males and females, and between students with high and low Need for Cognition (NFC). The study also aimed to examine the relationship between the BFPT and NFC. The sample consisted of 387 students (135 male, 252 female). Two scales were used, one for the BFPT and the other for NFC. Results indicated that males scored higher on the Extraversion subscale than females, whereas females scored higher on the Neuroticism subscale. The results also showed that students with high NFC scored higher on the subscales of Extraversion, Agreeableness, Conscientiousness, and Openness to Experience than those with low NFC, whereas students with low NFC scored higher on the Neuroticism subscale. Furthermore, it was found that females with high NFC scored higher on the Extraversion subscale than those with low NFC. On the other hand, NFC correlated negatively and significantly with Neuroticism; and positively and significantly with the other personality traits (i.e., Extraversion, Agreeableness, Conscientiousness and Openness to Experience). en_US
dc.language.iso other en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/4.0/ *
dc.subject the big five
dc.subject extraversion
dc.subject agreeableness
dc.subject conscientiousness
dc.subject neuroticism
dc.subject openness to experience
dc.subject need for cognition
dc.title Differences in the Big Five Personality Traits according to Gender and Need for Cognition en_US
dc.type Article en_US
dc.identifier.doi http://dx.doi.org/10.12785/JEPS/150304
dc.volume 15
dc.issue 03
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS


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