Abstract
This study investigated the relationships between personality traits, achievements goals, learning approaches and learning outcomes of college students. The learning outcomes are discussed in terms of academic achievement and various self-reported estimated learning gains. The participants were 494 undergraduate students from National Tsing Hua University in Taiwan. The results of this study were summarized as follows: For academic achievement, extraversion, performance-approach goal, and strategic approach are significant predictors. For overall gain progress, emotional stability, extraversion, openness, conscientiousness, mastery-approach goal, deep approach and strategic approach are significant predictors. Among the subscales of Gains Progress, while emotional stability, conscientiousness, agreeableness, performance-avoidance goal, mastery-approach goal, and deep learning are significant predictors for “science and technology”; openness, deep approach, and strategic approach are significant predictors for “general education and humanistic quality”. Whereas extraversion, conscientiousness, agreeableness, and strategic approach are significant predictors for “personal and social development”; extraversion, conscientiousness, openness, mastery-approach goal, and deep approach are significant predictors for “intellectual skills”. Finally, performance-approach goal and strategic approach significantly predicted “vocational preparation”. Base on above results, we provide some concrete suggestions for college students, educators, and educational institutions.