การวิเคราะห์อิทธิพลของบุคลิกภาพของอาจารย์และนักศึกษาที่มีต่อผลสัมฤทธิ์ทางการเรียน: An Analysis of the Influence of Instructor And Student Personalities on Academic Performance

kwanrutai Saelim; Tatchalerm Sudhipongpracha; Rachada Kongkachadra

Authors

kwanrutai Saelim College of Interdisciplinary, Thammasat University, Bangkok
Tatchalerm Sudhipongpracha College of Interdisciplinary, Thammasat University, Bangkok
Rachada Kongkachadra College of Interdisciplinary, Thammasat University, Bangkok

Keywords:

Academic Achievement, Personality Trait, The Big Five, Association Rule, Personalized Learning

Abstract

This research aims to study the relationship between the personality traits of teachers and students that influence academic achievement by applying the Big Five Personality Traits model in conjunction with Association Rule techniques. The analysis is based on data from 1,662 students and 163 teachers from the Faculty of Management Science at Yala Rajabhat University. The findings reveal that personality traits impact academic achievement differently depending on the context of each field of study. For example, in the field of Management, a positive relationship was found between emotionally stable teachers and highly conscientious students (Support = 0.100, Lift = 1.328). In contrast, in International Business, a positive relationship emerged when both teachers and students exhibited extroverted personalities (Support = 0.151, Lift = 1.027), aligning with professional characteristics that require communication and networking skills. However, the research also uncovered challenges in certain cases—for instance, in the field of Tourism, where low agreeableness in teachers paired with highly conscientious students showed a strong association (Support = 0.007, Lift = 1.808). Integrating the Big Five model with Association Rule analysis allowed for the exploration of complex interactions between personality and professional contexts, bridging theoretical personality frameworks with practical applications in real learning environments.

The results of this study are significant for the development of personalized learning approaches and for moving beyond the 'one-size-fits-all' model in curriculum design. Educational institutions can apply these findings to inform policies regarding personality analysis in curriculum development and the recruitment of personnel suited to specific disciplines. Although this study is limited by sample size and scope, it marks an important step toward developing flexible learning systems that respond to the diverse needs of learners in the digital age.

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An Analysis of the Influence of Instructor And Student Personalities on Academic Performance