Personality Types and Coping Strategies as Correlates of Students’ Academic Achievement


  • Usman Tunde Saadu Department of Early Childhood and Primary Education Kwara State University, Malete. Nigeria
  • Adedayo Adesokan Department of Inclusive and Special Education Kwara State University, Malete Nigeria


This study examined how personality types and coping strategies employed by undergraduate students of Kwara State University could influence the academic achievement of the students. Descriptive survey was adopted for this study. Stratified random sampling was used to select 240 students across the six colleges. An instrument adapted from George Mayer (2001) was used to measure personality types and researcher designed questionnaire titled (Coping strategy questionnaire) was used to measure coping strategies employed by students during stress. A proforma was used to obtain Students present CGPA for 2012/2013 academic session to measure students’ academic achievement. Two research questions were raised and answered with percentage while the research hypotheses were answered with t-test statistical analysis. The findings of the study revealed that students with personality A achieved better academically than students with personality type B. Similarly students that employed problem coping strategies achieved better academically than students that employed emotional coping strategies. In the light of these findings, the researcher therefore recommended that enabling environment should be provided for students and skills that will promote problem coping strategies should be taught directly in the classroom at various institutions.

DOI: 10.5901/jesr.2013.v3n5p17


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How to Cite

Personality Types and Coping Strategies as Correlates of Students’ Academic Achievement. (2013). Journal of Educational and Social Research, 3(5), 17.