Daniel J. Cummings
Griffith University
6 Papers
5 Citations
Daniel J. Cummings is an academic researcher from Griffith University. The author has contributed to research in topics: Big Five personality traits & Extraversion and introversion. The author has an hindex of 3, co-authored 6 publications.
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Papers
We're all in this together: The impact of Facebook groups on social connectedness and other outcomes in higher education
TL;DR: Results indicated that students on the campus that implemented an official course Facebook group reported a greater sense of social connectedness, better relationships with faculty, and lower course-related stress, compared to students on a campus that did not have a Facebook group.
An examination of the relationship between Facebook groups attached to university courses and student engagement
TL;DR: The authors investigated whether courses with an attached official or unofficial Facebook group was related to increased student engagement (in the categories of relationships with faculty members, peer relationships, behavioural engagement, cognitive engagement, valuing and a sense of belonging) and degree identity compared to courses without Facebook groups.
The relevance/significance of stimuli appraisals for personality traits in an academic context
TL;DR: The authors investigated the relationship between conscientiousness, extraversion, and neuroticism, and pleasantness and relevance/significance appraisals of academic-related words (in the categories of academicapproach, academicavoidance, performance-evaluative, and academic-neutral).
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Chronic accessibility of academic stimuli: Conscientiousness, extraversion, neuroticism
TL;DR: In this article, a lexical decision task was used to investigate the relationship between conscientiousness, neuroticism, and extraversion for the CA of academic-approach, academic avoidance, academic-avoidance, performance-evaluative, or academic-neutral words.
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Do academic motivation and personality influence which students benefit the most from peer-assisted study sessions?:
TL;DR: The authors investigated the relationship between peer-assisted study sessions (also called supplemental instruction or peer assisted learning) and academic performance and found that supplemental instruction was correlated with academic performance, but not with academic achievement.