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Volume 24, Issue 149 (7-2025)
Journal of Psychological Science 2025, 24(149): 243-259 |
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rangriz Z, Talepasand S. (2025). The relationship between personality traits and willingness to communicate: the moderating role of classroom’s communication climate. Journal of Psychological Science. 24(149), 243-259.
URL: http://psychologicalscience.ir/article-1-2463-en.html
URL: http://psychologicalscience.ir/article-1-2463-en.html
Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. , stalepasand@semnan.ac.ir
Abstract: (242 Views)
Background: The relationship between personality traits and the willingness to communicate in learning environments is a crucial aspect of understanding how students interact with educational settings. Personality traits play a significant role in shaping the patterns of student participation. With an understanding of the dynamics between personality traits, willingness to communicate, communication climate, and the communicative space of the classroom, teachers can create supportive environments that encourage interaction and, consequently, mitigate the negative effects of certain personality traits. The specific role of the participatory climate of the classroom in moderating the relationship between personality traits and willingness to communicate has not yet been studied.
Aims: The purpose of this research was to investigate the relationship between personality traits and the student’s willingness to communicate with the moderating role of the classroom’s communication climate.
Methods: The research design was descriptive and correlational. The study population included all ninth-grade female students in Semnan County during the academic year 2022-2023. A sample of 300 female students was selected using cluster random sampling. Participants completed the Shortened International Personality Questionnaire based on the Five Factor Model (Donnellan et al., 2006), the Willingness to Communicate scale (Cao & Philp, 2006), and the classroom’s communication climate Inventory scale (Dwyer et al., 2004). The data were analyzed using multiple regression analysis. To examine the moderating role of participation climate, the technique proposed by Aiken and West (1991) was used.
Results: The findings showed that extraversion, conscientiousness, and agreeableness had a significant role in predicting the likelihood of participation in class discussions. Extraversion
(B= 0.19), conscientiousness (B= 0.54), agreeableness (B= 0.40), and classroom participation climate (B= 0.06) predicted the likelihood of participation. Classroom participation climate predicted the likelihood of participation, but the moderating role of classroom participation climate was not significant (p> 0.05).
Conclusion: participation in the classroom depends on the personality characteristics of the students and the class climate, but in girls, the result of these factors should not be expected to have an additional effect. Based on the findings of this research, paying attention to students' personality traits is effective in improving the relationship between teachers and students and increasing students' participation in the classroom.
Aims: The purpose of this research was to investigate the relationship between personality traits and the student’s willingness to communicate with the moderating role of the classroom’s communication climate.
Methods: The research design was descriptive and correlational. The study population included all ninth-grade female students in Semnan County during the academic year 2022-2023. A sample of 300 female students was selected using cluster random sampling. Participants completed the Shortened International Personality Questionnaire based on the Five Factor Model (Donnellan et al., 2006), the Willingness to Communicate scale (Cao & Philp, 2006), and the classroom’s communication climate Inventory scale (Dwyer et al., 2004). The data were analyzed using multiple regression analysis. To examine the moderating role of participation climate, the technique proposed by Aiken and West (1991) was used.
Results: The findings showed that extraversion, conscientiousness, and agreeableness had a significant role in predicting the likelihood of participation in class discussions. Extraversion
(B= 0.19), conscientiousness (B= 0.54), agreeableness (B= 0.40), and classroom participation climate (B= 0.06) predicted the likelihood of participation. Classroom participation climate predicted the likelihood of participation, but the moderating role of classroom participation climate was not significant (p> 0.05).
Conclusion: participation in the classroom depends on the personality characteristics of the students and the class climate, but in girls, the result of these factors should not be expected to have an additional effect. Based on the findings of this research, paying attention to students' personality traits is effective in improving the relationship between teachers and students and increasing students' participation in the classroom.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)