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• W3200769097 abstract "This study deals with the relationship between personality traits and students’ use of metacognitive strategies and their language achievements at tertiary level. It included 401 students. The International Personality Item Pool (IPIP) (Goldberg, 2001) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) were used to measure student perceptions of their personality traits and employment of metacognitive strategies. Three multiple linear regressions were performed in order to examine the predictive role of personality dimensions in relation to different domains of metacognitive strategies. Two domains of metacognitive strategies, i.e. centred learning and evaluation, reach statistical significance, while planning and organization in the learning process as a criterion is not statistically significant. They explain between 4.1% and 6.7% of the criterion variance. Openness to experience is a significant predictor for two domains of metacognitive strategy, i.e. centred learning and evaluation. Pearson’s correlations were calculated between personality dimensions and grades in English courses. The achieved grades are statistically significant and negatively correlated with conscientiousness and agreeableness, while they are positively correlated with openness to experience.Key words: domains of metacognitive strategies; grades; personality dimensions; university students. --- U ovom istraživanju ispituje se odnos između osobina ličnosti studenata i njihove upotrebe metakognitivnih strategija te njihovo postignuće u učenju jezika na razini višega obrazovanja. U istraživanju je sudjelovao 401 student, a za mjerenje njihovih percepcija vlastitih osobina ličnosti i upotrebe metakognitivnih strategija korišteni su Međunarodni fond čestica ličnosti (IPIP)[1] (Goldberg, 2001) i Oxfordin (1990) Inventar strategija za učenje jezika (ISUJ). Kako bi se ispitala prediktivna uloga osobina ličnosti u odnosu na različite domene metakognitivnih strategija, provedene su tri multiple linearne regresije. Dvije domene metakognitivnih strategija, tj. usredotočeno učenje i vrednovanje, dosegle su razinu statističke značajnosti, dok planiranje i organizacija u procesu učenja kao kriterij nije statistički značajno. Ove dvije domene objašnjavaju 4,1 % i 6,7 % kriterijske varijance. Otvorenost za iskustvo značajan je prediktor za dvije domene metakognitivne strategije, tj. usredotočeno učenje i evaluaciju. Izračunate su Pearsonove korelacije između dimenzija ličnosti i ocjena iz engleskih kolegija. Postignuti uspjeh je statistički značajno i negativno povezan sa svjesnosti i ugodnosti, dok je u pozitivnoj korelaciji s otvorenosti za iskustvo. Ključne riječi: dimenzije osobnosti; domene metakognitivnih strategija; ocjene; sveučilišni studenti." @default.
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• W3200769097 title "Personality Traits and Students´ Employment of Metacognitive Strategies in Foreign Language Learning and Achievement / Osobine ličnosti studenata i njihovo korištenje metakognitivnim strategijama u učenju stranoga jezika i povezani uspjeh" @default.
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• W3200769097 doi "https://doi.org/10.15516/cje.v23i2.3213" @default.
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