Unpacking the Conscientiousness–Reading Achievement Relationship Among Junior High School Learners

Mirna  Anggun; Renny  Kurniasari; Eko  Saputra

doi:10.61994/jee.v4i1.1927

Authors

Mirna Anggun Universitas Islam Negeri Raden Fatah Palembang
Renny Kurniasari Universitas Islam Negeri Raden Fatah Palembang
Eko Saputra Universitas Islam Negeri Raden Fatah Palembang

DOI:

https://doi.org/10.61994/jee.v4i1.1927

Keywords:

Reading Achievement, Relationship, Junior High School

Abstract

This research aimed at (i) examining the correlation between conscientiousness personality traits and reading comprehension achievement among students; (ii) investigating the extent to which conscientiousness contributes to reading comprehension achievement. This quantitative research applied a correlational design involving 60 students selected through criterion sampling based on their dominant conscientiousness trait. Data were collected through a conscientiousness questionnaire adapted from Goldberg (1992) and a multiple-choice reading comprehension test covering narrative and recount texts, both of which were tested for validity and reliability prior to the study. The data were analyzed using the Pearson product-moment correlation and simple linear regression. The results indicated that (i) there was a significant positive correlation between conscientiousness and reading comprehension achievement (r = 0.364; p < 0.05) which was categorized as moderate; (ii) conscientiousness contributed 11.8% to reading comprehension achievement, showing a significant yet relatively small effect with other factors likely playing a greater role. In conclusion, the findings emphasize the importance of fostering the six facets of conscientiousness identified by Costa and McCrae competence, order, dutifulness, achievement striving, self-discipline, and deliberation as key personal attributes that can support the improvement of students’ reading comprehension skills.

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