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Self-Awareness, Knowledge, and Personality Traits and the
Academic Performance of the Students
Lynneth F. Lumantas*
1
, Nenita I. Prado
2
1
Cor Jesu College, Inc., Digos City, Davao del Sur, Philippines
2
Liceo de Cagayan University, Cagayan de Oro City, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0714
Received: 10 November 2025; Accepted: 20 November 2025; Published: 03 December 2025
ABSTRACT
Academic underachievement is a global concern in educational institutions, which can be linked to factors
such as inadequate self-awareness, knowledge deficits, and unfavorable personality traits. Hence, this
descriptive correlational study assessed the levels of self-awareness (reflection, goal setting, self-monitoring,
metacognitive skills), knowledge (content mastery, information recall, critical thinking), and personality traits
(conscientiousness, openness to experience, emotional stability, proactivity), and examined their relationships
with academic performance among nursing students in Higher Education Institutions (HEIs) in Davao del Sur.
Findings revealed high self-awareness among students, especially in reflection and self-monitoring, while
systematic goal setting and advanced metacognitive strategies were less practiced. Knowledge levels were also
high, with strengths in content mastery and recall, but challenges in practical application and long-term
retention. Critical thinking was present but required improvement in deeper inquiry and theoretical application.
Personality traits showed strong proactivity, conscientiousness, and openness, while emotional stability under
prolonged stress was weaker. Result also revealed that students’ academic performance was generally high.
Pearson correlation analysis further revealed that reflection, content mastery, and openness to experience
significantly linked to students’ academic performance. Hence, these findings underscore the importance of
Nursing HEIs in cultivating reflective practices, strengthening content mastery, and supporting the
development of openness to experience to enhance students’ academic performance.
Keywords: self-awareness, knowledge, personality traits, students' academic performance, descriptive-
correlation
INTRODUCTION
Academic underachievement is a global concern in educational institutions, which can be linked to factors
such as inadequate self-awareness, knowledge deficits, and unfavorable personality traits. The presence of
these elements is vital in influencing students' academic performance and outcomes. Their absence may
impede students' ability to achieve their full potential, resulting in adverse effects such as decreased grades,
diminished motivation, and restricted prospects for future success.
Inadequate self-awareness is a significant contributor to substandard academic achievement. Studies revealed
that students with low self-awareness may have difficulty accurately assessing their academic abilities, which
could lead to poorer academic performance [1]. In addition, knowledge gaps have a significant impact on
academic performance. Insufficient knowledge in certain subjects can impede one's capacity to comprehend
novel concepts, comprehend intricate notions, and apply acquire knowledge efficiently. Shulman's [2] research
emphasizes the significance of prior knowledge for academic success. It indicates that students who possess
limited background knowledge may encounter difficulties in comprehending and incorporating new
information, leading to a negative impact on their academic performance. Furthermore, unfavorable
personality traits may negatively impact academic performance. Traits like procrastination, impulsivity, and
lack of focus can hinder students' ability to maintain consistent study habits and academic engagement, which
can ultimately impact their performance. Duckworth and Seligman [3] discovered that students with deficient
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self-discipline exhibited a higher likelihood of encountering academic challenges, such as inferior grades and
increased dropout rates.
Although self-awareness is extensively researched in relation to personal growth and well-being, its influence
on academic achievement is not yet fully explored. Investigating the relationship between self-awareness,
knowledge, personality traits, and academic performance can guide the creation of targeted interventions and
strategies to improve students' academic outcomes. Most importantly, the findings of this study would serve as
a basis for developing evidence-based programs and institutional policies that enhance learning support,
strengthen academic competencies, and promote students’ overall success in Nursing HEIs.
This study is aligned with the United Nations Sustainable Development Goal (SDG) 4: Quality Education,
which aims to ensure inclusive and equitable education and promote lifelong learning opportunities for all. By
examining the interplay among self-awareness, knowledge, and personality traits as determinants of students’
academic performance, the study contributes to understanding how personal and cognitive factors influence the
quality of learning outcomes. Through this investigation, the research underscores the importance of nurturing
holistic development, encompassing intellectual, emotional, and behavioral dimensions, as a means of
advancing educational excellence and fostering lifelong learning in accordance with SDG 4.
Framework
The study was anchored on the Self-Determination Theory (SDT), which posited that individuals were driven
by intrinsic motivation and the need for autonomy, competence, and relatedness. In the context of academic
performance, SDT suggested that self-awareness played a crucial role in motivating students to engage in
learning activities and pursue academic goals. Self-awareness enabled students to identify their strengths,
weaknesses, and interests, allowing them to align their academic pursuits with their personal values and
aspirations [4]. This awareness fostered a sense of autonomy, as students became active participants in their
educational journey, making choices that aligned with their interests and values. Furthermore, SDT
emphasized the importance of competence, suggesting that students who possessed accurate self-awareness
were more likely to engage in effective learning strategies, seek help when needed, and persist in the face of
challenges, which led to improved academic performance [5].
Moreover, this study was supported by the Social Cognitive Theory (SCT) proposed by Bandura [6], which
focused on the dynamic interaction among personal factors, environmental influences, and behavior.
According to this theory, knowledge played a pivotal role in shaping students’ academic performance.
Knowledge acquisition enabled students to understand, organize, and apply information, facilitating their
ability to solve problems, think critically, and demonstrate competence in academic tasks [7]. Students with
greater knowledge in specific subject areas were better equipped to comprehend complex concepts, engage in
higher-order thinking, and achieve higher academic performance. Social Cognitive Theory also highlighted the
importance of self-efficacy, a component of self-awareness, which referred to an individual’s belief in their
own capabilities to successfully perform tasks. Students with higher self-efficacy were more likely to set
challenging academic goals, exert effort, and persist in the face of obstacles, thereby enhancing their academic
performance [8].
The study was further supported by the Five-Factor Model of Personality (FFM), also known as the Big Five,
which provided a framework for understanding the various dimensions of human personality. This model
consisted of five broad personality traits: extraversion, agreeableness, conscientiousness, neuroticism, and
openness to experience [9]. Personality traits influenced students’ academic performance through different
mechanisms. For instance, conscientiousness, characterized by organization, responsibility, and self-discipline,
was positively associated with academic achievement [10]. Conscientious students tended to be diligent in
their studies, exhibited effective time management skills, and demonstrated a strong work ethic. Openness to
experience facilitated students’ acquisition of knowledge by fostering curiosity, willingness to explore new
ideas, and receptiveness to different perspectives [11]. Moreover, personality traits influenced students’ self-
awareness, as individuals with greater self-awareness had a better understanding of their personality
characteristics and their implications for academic performance.
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The integration of the Self-Determination Theory, Social Cognitive Theory, and the Five-Factor Model of
Personality provided the theoretical foundation that guided the conceptual framework of this study. These
theories collectively explained how self-awareness, knowledge, and personality traits interacted as
determinants of academic performance. Self-Determination Theory emphasized the role of intrinsic motivation
and autonomy in fostering meaningful learning; Social Cognitive Theory underscored the significance of
knowledge, self-efficacy, and personal agency in shaping achievement; while the Five-Factor Model of
Personality highlighted the influence of enduring personality traits on students’ learning behaviors and
outcomes. Together, these frameworks supported the study, which posited that higher levels of self-awareness,
knowledge, and positive personality traits contributed to improved academic performance. This theoretical
integration reinforced the premise that academic success was not solely dependent on cognitive ability, but
also on the dynamic interaction of motivational, cognitive, and personality-related factors that shaped students’
learning experiences.
Objectives of the Study
This study aimed to examine the significant relationship between students’ self-awareness, knowledge,
personality traits, and academic performance in private HEIs in Davao del Sur. Specifically, it sought to
answer the following questions:
1. What is the level of self- awareness of students in terms of:
1.1 Reflection;
1.2 Goal Setting;
1.3 Self- Monitoring; and
1.4 Metacognitive Skills?
2. What is the level of knowledge of students in terms of:
2.1 Content Mastery;
2.2 Information Recall; and
2.3 Critical Thinking?
3. What is the level of personality traits of students in terms of:
3.1 Conscientiousness;
3.2 Openness to Experience;
3.3 Emotional Stability; and
3.4 Proactivity?
4. What is the level of academic performance of the students?
5. Is there a significant relationship between academic performance of students and:
5.1 Self-Awareness;
5.2 Knowledge; and
5.3 Personality Traits?
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Hypothesis
The following null hypothesis was tested at a 0.05 level of significance
Ho
1
: There is no significant relationship between the level of academic performance and self-awareness,
knowledge, and personality traits.
METHODOLOGY
Research Design
This study employed quantitative descriptive-correlational research design. According to Bierut [12], the
correlational approach analyzed how different traits within a group were related to determine the degree of
variation among them. In this study, the levels and relationships of self-awareness, knowledge, personality
traits, and academic performance among college students were investigated.
Research Setting
This study was conducted in selected higher education institutions (HEIs) located in Digos City, Davao del
Sur, chosen for their integral role in the province’s nursing education landscape. Digos City hosts institutions
that offer comprehensive nursing programs and environments conducive to both theoretical learning and
clinical exposure. These institutions provide diverse academic conditions, support systems, and student
development practices, making them suitable settings for examining the levels of self-awareness, knowledge,
and personality traits among nursing students. Their varied educational structures and learning cultures allow
for a meaningful assessment of how these internal attributes relate to students’ academic performance.
Participants and Sampling Procedure
The total number of participants in this study was composed exclusively of Bachelor of Science in Nursing
(BSN) third-year and fourth year students enrolled in HEIs within Digos City, Davao del Sur. These students
were selected due to their academic standing and exposure to foundational and clinical nursing subjects,
making them ideal participants for understanding the phenomena under investigation.
To ensure impartiality and representativeness, the study employed random sampling as its primary method for
selecting participants. Random sampling is a probability sampling technique wherein each member of the
target population has an equal and independent chance of being chosen. This method helps eliminate selection
bias, thereby enhancing the validity and generalizability of the study findings [13]. In practical application, the
researcher used a computer-generated random number system or an equivalent algorithmic method to select
participants from the official list of BSN 3 and 4 students provided by each institution. This process ensures
fairness in the selection and aligns with the quantitative nature of the study.
Research Instruments
The study employed researcher-made survey questionnaires to gather comprehensive data on various aspects
of student development. The first part of the questionnaire focused on assessing the level of self-awareness
among students, in terms of Reflection, Goal Setting, Self- Monitoring, and Metacognitive Skills. The second
part of the questionnaire measured the level of knowledge among students, particularly in terms of content
mastery, information recall, and critical thinking. The third part of the instrument explored the level of
personality traits among students, including dimensions such as Conscientiousness, Openness to Experience,
Emotional Stability, and Proactivity.
Data Gathering Procedure
The data gathering followed the research protocol of Liceo de Cagayan University–Graduate Studies. The
study commenced with a formal request letter to the Deans of the selected HEIs in Digos City, explaining the
study’s objectives, significance, and scope of respondent involvement. After institutional approval, the full
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research protocol, including instruments, informed consent forms, and data management plans, were submitted
to the Liceo-Research Ethics Board (LREB) for review and evaluation to ensure adherence to ethical principles
such as beneficence, respect for persons, and justice.
Upon receiving ethical clearance, final permission to conduct the study was obtained from the participating
institutions, and eligible BSN Level 3 and 4 students were recruited. Inclusion criteria required current
enrollment, completion of at least one semester of academic or clinical training, and provision of informed
consent; students on leave, unenrolled, or who declined participation were excluded. Participants were
informed of study procedures, their rights, and the voluntary nature of participation, with the option to
withdraw at any time without penalty. Upon securing the informed consent forms of each respondent, the
academic performance was obtained from the School’s Registrar.
Furthermore, the data collection was conducted online via secured survey platforms lasting approximately 10–
30 minutes per respondent. The researcher facilitated administration to ensure clarity and completeness while
maintaining privacy. All digital data were encrypted and password-protected. Data were anonymized, and
access was restricted to the researcher and qualified analysts, following the Philippine Data Privacy Act of
2012 (RA 10173).
Participation posed minimal risk, primarily mild reflection on academic experiences, and offered benefits such
as contributing to improvements in nursing education and student support programs. No monetary incentives
were provided.
Statistical Treatment and Data Analysis
This study utilized mean and standard deviation to establish foundational insights into the central tendency and
variability of interval or ratio-scaled variables such as self-awareness, knowledge, and personality traits. These
measures were particularly effective in summarizing student responses and identifying consistency or disparity
in patterns. According to Field [14], the mean offered a precise summary of a dataset, while the standard
deviation quantified the extent of variability around that average, thus providing a nuanced perspective of
group tendencies and individual differences.
Additionally, to investigate the relationships between variables, the Pearson product-moment correlation
coefficient was employed. This technique was deemed ideal for exploring the strength and direction of linear
relationships between continuous variables such as academic performance and psychosocial attributes. As
Tabachnick and Fidell [15] explained, Pearson’s r served as a foundational tool in quantitative research
because it provided clarity on whether and how two variables were related, which was essential for validating
hypotheses regarding associative patterns.
Validity and Reliability
The questionnaire was evaluated by three recognized field experts to assess its content validity, clarity, and
relevance to the research objectives. Feedback provided by these experts was incorporated to enhance the
tool’s accuracy and appropriateness for the target population. After validation, the instrument was pilot tested
and obtained an overall Cronbach’s alpha value not less than 0.700 ensuring high reliability and internal
consistency among the items.
RESULTS AND DISCUSSION
1. What is the level of self- awareness of students in terms of:
1.1 Reflection;
1.2 Goal Setting;
1.3 Self- Monitoring; and
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1.4 Metacognitive Skills?
Table 1 Summary Of The Level Of Self-Awareness Of Students
Sub-constructs
Mean
SD
Description
Reflection
4.22
.525
Agree
Goal Setting
4.10
.633
Agree
Self- Monitoring
4.05
.754
Agree
Metacognitive Skills
4.03
.610
Agree
Over-all Mean
4.10
.565
Agree
As shown in the Table 1, the students obtained the highest mean of M = 4.22 (SD = .525) for reflection,
followed by goal setting (M = 4.10, SD = .633), self-monitoring (M = 4.05, SD = .754), and the lowest in
metacognitive skills (M = 4.03, SD = .610). These findings suggested that the nursing students were most
confident in reflecting on their experiences and emotions to guide their actions, while they were relatively less
consistent in applying structured metacognitive techniques, although they still demonstrated a high level
overall.
The overall mean score was M = 4.10 (SD = .565), described as agree and interpreted that the respondents
possessed a high level of self-awareness. Meanwhile, the overall SD indicated that the responses were closely
clustered around the mean, signifying consistency in how the students perceived their self-awareness across all
domains. This reinforced the idea that while certain areas, such as reflection, were more strongly developed, all
dimensions of self-awareness functioned at a high level among the respondents.
These findings were supported by the claim of Okwuduba et al. [16], who asserted that self-awareness served
as a foundation for professional growth, as it allowed students to connect personal experiences with future
professional decisions. In addition, Pretorius et al. [17] emphasized that reflection was a critical factor in
strengthening empathy and clinical judgment, making it a cornerstone of nursing education. Similarly, Portela-
Pino et al. [18] found that goal-setting behaviors improved students’ academic motivation and long-term
perseverance, which aligned with the present finding that students scored highly in this dimension.
2. What is the level of knowledge of students in terms of:
2.1 Content Mastery;
2.2 Information Recall; and
2.3 Critical Thinking?
Table 2 Summary Of The Level Of Knowledge Of Students
Sub-constructs
Mean
SD
Description
Content Mastery
4.01
.561
Agree
Information Recall
4.03
.700
Agree
Critical Thinking
3.92
.795
Agree
Over-all Mean
3.99
.582
Agree
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As shown in the table 2, the highest mean score was recorded in information recall (M = 4.03, SD = .700),
followed closely by content mastery (M = 4.01, SD = .561), both described as agree and interpreted as high.
On the other hand, the lowest indicator was critical thinking (M = 3.92, SD = .795), which, although still high,
reflected a relatively lower level compared to the other dimensions. The overall mean of M = 3.99 (SD = .582)
indicated that students generally agreed with the indicators, showing that they possessed a high level of
knowledge. The standard deviation also suggested that students’ responses were relatively consistent across the
different indicators.
These findings highlighted that while students demonstrated strong abilities in recalling information and
mastering content, there was relatively less strength in applying higher-order thinking skills such as critical
analysis and problem-solving. This aligned with the claim of Hartung [19], who emphasized that students in
higher education often excelled in memorization and content understanding but encountered challenges in
developing critical and reflective thinking skills. Similarly, Ganieva [20] noted that the educational practices in
many institutions still placed greater emphasis on content delivery and information retention, which may have
explained why recall and mastery scored higher than critical thinking.
3. What is the level of personality traits of students in terms of:
3.1 Conscientiousness;
3.2 Openness to Experience;
3.3 Emotional Stability; and
3.4 Proactivity?
Table 3 Summary Of The Level Of Personality Traits Of Students
Sub-constructs
Mean
SD
Description
Conscientiousness
3.91
.654
Agree
Openness to Experience
3.92
.738
Agree
Emotional Stability
3.82
.742
Agree
Proactivity
4.18
.580
Agree
Over-all Mean
3.96
.464
Agree
The results in Table 3 summarizes the overall level of personality traits of the students, revealing that all four
domains were rated within the "High" range. Among the dimensions, proactivity obtained the highest mean
score (M = 4.18, SD = .580), followed by openness to experience (M = 3.92, SD = .738). These findings
suggested that students were highly proactive in their academic and personal undertakings, frequently took
initiative, sought opportunities for growth, and assumed responsibility for their progress. Similarly, their
openness to experience indicated a willingness to embrace new ideas, challenges, and learning opportunities,
which aligned with a growth-oriented mindset. These two dominant traits reflected adaptability and self-driven
motivation, which were critical for students navigating academic demands and preparing for future career
roles.
On the other hand, emotional stability registered the lowest mean (M = 3.82, SD = .742), closely followed by
conscientiousness (M = 3.91, SD = .654). While still within the "High" category, these slightly lower ratings
indicated that some students faced challenges in managing stress, controlling negative emotions, and
maintaining consistency in their commitments and responsibilities. The results suggested that although
students generally displayed dependable and organized behaviors and managed emotions well, there was still
room for improvement in building resilience and cultivating stronger habits of discipline and self-regulation.
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The overall mean score of 3.96 (SD = .464) suggested that students possessed high levels of personality traits
across the four domains measured. This indicated that they were generally proactive, open-minded,
conscientious, and emotionally stable, equipping them with essential traits for academic achievement,
interpersonal relationships, and career readiness.
These findings were supported by recent literature that underscored the importance of personality traits in
academic and personal success. According to Pajares [21], personality traits significantly shaped how students
approached learning, coped with stress, and engaged with peers. Proactivity, in particular, was highlighted as a
strong predictor of effective problem-solving and leadership potential [17]. Similarly, openness to experience
was associated with intellectual curiosity and adaptability, which were critical for students navigating complex
academic environments [16].
4. What is the level of academic performance of the students?
Table 4 The Level Of Academic Performance Among Nursing Students
Grade
F
%
Mean
Sd
Interpretation
80.00
33
11.0
85.97
3.01
High
84.00
50
16.7
85.00
20
6.7
86.00
103
34.4
87.00
31
10.4
90.00
31
10.4
91.00
31
10.4
Total
299
100.0
Legend
Scale Interpretation
90-Above Very High
85-89.9 High
80-84.9 Moderately High
75-79.9 Low
Below 75 Very Low
Table 4 presents the results of frequency, percentage, mean, and standard deviation for the academic
performance of students. As shown in the table, 34.4% of the respondents obtained a grade of 86, 16.7%
obtained a grade of 84, 11% obtained a grade of 80, 10.4% obtained a grade of 87, another 10.4% obtained a
grade of 90, 10.4% obtained a grade of 91, and 6.7% obtained a grade of 85. Meanwhile, the overall mean was
M = 85.97 (SD = 3.01), interpreted as indicating that the respondents had a high level of academic
performance.
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These findings were supported by the claim of Demetriou et al. [22] that academic performance reflected not
only the intellectual ability of students but also their motivation, study habits, and support systems, which were
key in attaining consistently high grades. Similarly, Pretorius et al. [17] emphasized that students’ academic
achievement was shaped by a combination of cognitive, behavioral, and environmental factors, including
effective learning strategies and institutional support. Moreover, Dong et al. [23] highlighted that academic
performance in higher education was strongly linked to students’ self-regulation, perseverance, and
engagement in their studies, which helped them sustain good performance despite challenges
5. Is there a significant relationship between academic performance of students and:
5.1 Self-Awareness;
5.2 Knowledge; and
5.3 Personality Traits?
Table 5 Relationship Between Students’ Academic Performance, Self-Awareness, Knowledge, And
Personality Traits
Variables
n
r
P-value
Interpretation
Reflection
299
.101
.008
Significant
Goal Setting
299
.086
.140
Not Significant
Self- Monitoring
299
.043
.461
Not Significant
Metacognitive Skills
299
.077
.186
Not Significant
Self-Awareness
299
.083
.155
Not Significant
Content Mastery
299
.189
.007
Significant
Information Recall
299
.078
.180
Not Significant
Critical Thinking
299
.075
.196
Not Significant
Knowledge
299
.041
.223
Not Significant
Conscientiousness
299
.067
.249
Not Significant
Openness to Experience
299
.600
.030
Significant
Emotional Stability
299
.019
.748
Not Significant
Proactivity
299
.062
.285
Not Significant
Personality Traits
299
.001
.990
Not Significant
Table 5 presents the results of the Pearson R correlation for the significant relationship between the academic
performance of students, self-awareness, knowledge, and personality traits. As shown in the table, the
variables reflection (r = .101, p < .05), content mastery (r = .189, p < .05), and openness to experience (r = .60,
p < .05) were the only variables that indicated a positive significant relationship with students’ academic
performance. This meant that if the levels of these variables had increased, it was likely that the students’
academic performance would have also increased.
The results of the Pearson R correlation analysis in Table 5 offered nuanced insights into the relationship
between academic performance and the core constructs of self-awareness, knowledge, and personality traits.
Among the variables examined, only reflection (r = .101, p < .05), content mastery (r = .189, p < .05), and
openness to experience (r = .60, p < .05) demonstrated statistically significant positive correlations with
academic performance.
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Reflection, a key dimension of self-awareness, suggested that students who engaged in introspective
evaluation of their learning processes were more likely to perform better academically, reinforcing the role of
metacognitive reflection in fostering self-regulated learning. Content mastery, which represented the depth and
integration of knowledge, aligned with cognitive theories of learning that emphasized the importance of
conceptual understanding and application in academic success. The strong correlation with openness to
experience—a central trait within the Big Five personality framework—highlighted the influence of
personality traits on academic engagement, particularly the value of intellectual curiosity, adaptability, and
receptiveness to novel ideas.
In contrast, other dimensions of self-awareness (e.g., goal setting, self-monitoring), knowledge (e.g.,
information recall, critical thinking), and personality traits (e.g., conscientiousness, emotional stability,
proactivity) did not yield significant relationships (p > .05), suggesting that their influence may have been
indirect, context-dependent, or obscured by measurement limitations. These findings underscored the
importance of fostering reflective practices, mastery-oriented instruction, and learner dispositions that
supported openness, while also inviting further investigation into the complex interplay among self-awareness,
knowledge acquisition, and personality development in shaping academic outcomes.
On the other hand, goal setting (p > .05), self-monitoring (p > .05), metacognitive skills (p > .05), self-
awareness (p > .05), information recall (p > .05), critical thinking (p > .05), knowledge (p > .05),
conscientiousness (p > .05), emotional stability (p > .05), proactivity (p > .05), and personality traits (p > .05)
indicated no significant relationship with students’ academic performance, which meant that the relationship of
these variables to academic performance could have occurred only by random chance.
These findings were supported by the claim reported in [3] that only certain dimensions of self-regulation and
personality could consistently predict academic success, particularly those linked to reflection and openness to
new experiences. Recent literature also strengthened this claim, as studies showed that reflective thinking was
a key determinant of academic performance because it enhanced students’ ability to connect prior knowledge
with new concepts, thereby fostering deeper learning [22]. Similarly, content mastery, which referred to the
ability to effectively grasp and retain essential knowledge, had been documented to correlate with higher
grades and better performance outcomes, as mastery contributed to students’ confidence and persistence in
academic tasks [24]. Moreover, openness to experience had been consistently highlighted as a crucial
personality trait influencing performance since students who were open-minded were more adaptive, creative,
and willing to engage with challenging tasks that expanded their learning potential [25].
CONCLUSIONS
The study concluded that the students possessed a generally high level of self-awareness, particularly in
reflection, goal setting, and self-monitoring. They were more inclined to recognize how past experiences
shaped their present behavior and to prioritize responsibilities effectively, although they were less consistent in
setting specific, achievable goals and in maintaining systematic journaling practices. Their metacognitive skills
were also evident, especially in articulating thought processes, but advanced strategies were not fully
maximized.
In terms of knowledge, the students demonstrated strength in both content mastery and information recall,
although they encountered challenges in applying their knowledge to real-world scenarios and in retaining
information consistently. Critical thinking was also rated high, as the students excelled in analyzing sources;
however, their ability to question deeply and apply theoretical perspectives in a sustained manner required
improvement.
When it came to personality traits, the students were found to be proactive, open-minded, and conscientious,
demonstrating a strong sense of accountability and a readiness to embrace challenges. However, they exhibited
weaker tendencies in maintaining emotional stability, particularly in sustaining balance during prolonged stress
and in consistently seeking feedback or anticipating potential problems. Overall, while their proactive and
open attitudes supported their personal and academic growth, their ability to manage stress effectively and
demonstrate consistent discipline required further strengthening.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI November 2025 | Special Issue on Education
Page 9412
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Academic performance was found to be generally high, as reflected in the students’ clustered grades, which
indicated their capability to perform well in academic tasks. The correlational analysis revealed that reflection,
content mastery, and openness to experience were positively associated with higher academic performance,
suggesting that both cognitive skills and personality traits played a vital role in shaping learning outcomes.
RECOMMENDATIONS
Based on the conclusions of this study, the following recommendations are offered:
School administrators may design and implement programs that cultivate openness to experience, such as
interdisciplinary projects, innovation fairs, and inquiry-based research tasks. Such initiatives can provide
students with opportunities to explore creativity, critical thinking, and adaptability within the academic setting.
Also, school administrators and curriculum planners may integrate critical thinking and problem-solving
modules across subjects with full support in conducting training on good policies and procedures, ensuring that
students consistently practice higher-order thinking. Faculty training sessions may also be introduced to equip
teachers with effective strategies for embedding critical thinking in their instructional design. The
administrators may also hire nurses with clinical experience to cover the best practices for using skills profiling
to attract and retain the right nurses for institution’s facility.
Commission on Higher Education (CHED) may design strategic position to champion the integration of
self-awareness, knowledge acquisition, and personality development into institutional outcomes-based
education frameworks. Based on the study’s findings, CHED is encouraged to advocate for the inclusion of
reflective learning, self-monitoring strategies, and personality-sensitive pedagogies in curriculum standards
and faculty development programs.
Higher Education Institutions (HEIs) may integrate structured metacognitive training, including guided
journaling, reflective writing, learning diaries, and self-regulation workshops to improve students’ goal-setting
and deeper thinking skills. To address students’ emotional stability, HEIs should institutionalize mental
wellness programs, mindfulness training, resilience-building activities, and peer-support circles specifically
designed for nursing students who are frequently exposed to academic and clinical stress. Personality-
development modules could also be incorporated into the curriculum to strengthen traits linked to academic
success, such as conscientiousness and emotional regulation.
Faculty may design assessments that go beyond memorization, using case analyses, simulation-based learning,
and problem-based learning (PBL) to enhance critical thinking and clinical reasoning. Moreover, as openness
to experience showed a strong positive correlation with academic performance, programs that stimulate
creativity, adaptability, and intellectual curiosity such as interdisciplinary projects, leadership training, and
innovation labs should be encouraged. These initiatives will not only support academic success but also
prepare nursing students for dynamic, real-world healthcare environments.
Guidance counselors and wellness coordinators may also develop initiatives like stress management
workshops, mindfulness sessions, and peer-support groups to address emotional stability. These programs can
strengthen students’ resilience, emotional regulation, and overall well-being while improving their academic
focus.
Finally, future researchers may further validate the findings in diverse educational settings and larger
populations. Expanding the sampling to include multiple cities or regions to improve generalizability. Future
research should also consider mixed-method designs that combine surveys with interviews, focus groups, or
observational tools to capture a more nuanced understanding of students’ internal traits.
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI November 2025 | Special Issue on Education
Page 9413
www.rsisinternational.org
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