Personality correlates of perceived teacher academic support in Xth standard students in Manipur

Pages: 262-263
Dhanabati Devi Ningombam (Department of Education, Sikkim University, Gangtok)
Nutankumar S. Thingujam (Department of Psychology, Sikkim University, Gangtok, Sikkim)

Technological advancement has made teaching and learning much easier. However, teachers’ role in students’ life can’t be undermined. The purpose of the present study is to examine if students’ perceived academic support from the teacher is related to different personality traits of the students. Seventy three students (females = 33) in Xth standard in Manipur responded to standardized measures of personality (John & Srivastava, 1999) and perceived teacher academic support (Chen, 2008). The results showed that students’ perception of the teachers’ academic support was correlated positively and significantly with extraversion, agreeableness, and conscientiousness but insignificant with neuroticism and openness to experience of the students. The results are discussed on the basis of the importance of training students in acquiring certain personality traits in order to receive greater academic support from the teachers.