Predicting the academic self-efficacy based on personality characteristics and learning styles in girl students of Mashhad city

Academic self-efficacy plays an important role in academic success, so this study aimed to predict the academic self-efficacy based on personality characteristics and learning styles in girl students. The research method was descriptive-analytical from type of correlation and research statistical population was high school second grade girl students of Mashhad city in academic years of 2018-19. The research sample was 400 people who were selected by multistep cluster sampling method and answered to the questionnaire of academic self-efficacy (Jinks & Morgan, 1999), personality characteristics (Costa & McCrae, 1992) and learning styles (Kolb, 1985). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model with using SPSS-21 software. The results showed that learning styles of converge, diverge, assimilator and accommodator, extroversion and conscientiousness have a positive and significant relationship with academic self-efficacy of girl students and neuroticism have a negative and significant relationship with their academic self-efficacy. The variables of personality characteristics and learning styles could predict 37/8 percent of variance of academic self-efficacy of girl students (P<0/05). Based on the results, to increase the academic self-efficacy of girl students can use with assistant workshop increase their learning styles, extroversion and conscientiousness and decrease their neuroticism.