The relationship between personality characteristics and the psycho-social climate of the classroom in the engagement of high school students studying mathematics

Introduction: This research investigates the relationship between personality characteristics and the psycho-social climate of the classroom (PSCC) in the academic engagement of high school students in mathematics. Materials and method: The statistical population consisted of all second grade and junior high school students studying a mathematical and science course during the academic year of 2011-2012 in the city of Dameghan, Iran. Participants were randomly selected with a multi-stage method. Finally 513 students (310 girls and 203 boys) were completed 3 questionnaires: MSLQ (Pintrich and DeGroot, 1990), Psycho-social climate of classroom (Michaud, Comeau and Goupil, 1990) and Personality questionnaire - short form (NEO-FFI). The multiple regression method was used to analysis data. Results: The results showed that openness, consciousness, extroversion and PSCC could be positively predicted, while neuroticism could negatively predict academic engagement. Conclusion: It seems that a favorable psycho-social climate, along with respect and friendship between learner-teacher, and learner-learner, can be effective in academic engagement. In addition to, personality characteristics play an important role in academic engagement.