DOI: 10.5061/dryad.h18931zvj
title: Coded respondent survey data to analyze the impact of big five personality traits on student engagement consisting of their emotional and physical engagement

description: In the present scholarly inquiry, the author leverages the framework of
 the Big Five personality traits and the concept of student engagement
 (dimensions include physical engagement, emotional engagement and
 cognitive engagement) to investigate the interplay within these
 constructs. More importantly, understanding the association between
 personality traits and various dimensions of student engagement helps
 teachers develop or adopt effective pedagogical practices. The research
 model was empirically assessed using a sample of 206 B-School students
 enrolled in a private business school in the southern region of India. The
 findings recommend that the personality components of conscientiousness
 and openness positively affect students' levels of physical
 engagement. Moreover, the study supports the beneficial impact of openness
 on emotional engagement and extraversion on cognitive engagement. It
 provides a comprehensive understanding of physical engagement as a
 mediating factor in the relationship between the Big Five personality
 traits—openness, conscientiousness, and cognitive engagement. However, the
 study does not provide empirical evidence for the influence of
 agreeableness on students' emotional and cognitive engagement,
 indicating a need for further investigation in future research.
description: <strong>Source:</strong> Data was obtained from 206
 postgraduate human resource management students from private B-schools in
 Sothern India. We restricted this study to human resource management
 students because of variability in student engagement behaviour across the
 courses <strong>Data collection
 methods:</strong> A non-experimental survey-based questionnaire was
 distributed online and offline to the respondents. A purposive sampling
 technique was followed. Respondents were provided a consent form where
 they were assured that any time of the survey, they could leave without
 any accountability. All personal details will be kept
 confidential. <strong>Data coding:</strong>
 The datasheet contains two sections. Demographic variables were captured
 through categorical scales and study variables were based on 5-item Likert
 scales where 5 =strongly agree, 4= agree, 3= neutral, 2= disagree, 1=
 strongly disagree. Items with negative intentions were coded reversely.
 There was no missing data, outliers and data transformations
 happened.
description: # Coded respondent survey data to analyze the impact of big five
 personality traits on student engagement consisting of their emotional and
 physical engagement.
 [https://doi.org/10.5061/dryad.h18931zvj](https://doi.org/10.5061/dryad.h18931zvj) 1.      **Title:** Coded respondent survey data to analyze the impact of big five personality traits on student engagement consisting of their emotional and physical engagement. 2.      **Introduction:** This study has introduced a conceptual framework to understand the connection between students personality traits and cognitive engagement with a special focus on mediating function of their physical and emotional engagement. This study contained 7 major study variables. To measure these constructs well-established measurement scales have been employed. **3.      Dataset Description:** **Source:** Data was obtained from 206 postgraduate human resource management students from private B-schools in Sothern India. We restricted this study to human resource management students because of variability in student engagement behaviour across the courses **Data collection methods:** A non-experimental survey-based questionnaire was distributed online and offline to the respondents. A purposive sampling technique was followed. Respondents were provided a consent form where they were assured that any time of the survey, they could leave without any accountability. All personal details will be kept confidential. **Data coding:** The datasheet contains two sections. Demographic variables were captured through categorical scales and study variables were based on 5-item Likert scales where 5 =strongly agree, 4= agree, 3= neutral, 2= disagree, 1= strongly disagree. Items with negative intentions were coded reversely. There was no missing data, outliers and data transformations happened. ***Demographic variables.*** 1\)      Gender: Female – 1/ Male- 2 / Prefer not to say – 3 2\)      Age: Less than 22yrs -1 / 22-27 years. – 2 / 28 -33yrs. – 3 / 34 -39yrs. – 4 / Above 40yrs. – 5 3\)    Total work experience : Less than 2 yrs -1/ 2-5 yrs – 2/ 5-8 yrs -3/ 8-11 yrs -4/ 11-14 yrs – 5/ More than 14 yrs. -6. ***Study variables:***                            i.             Extraversion – EXT                          ii.            Agreeableness – AGR                         iii.            Conscientiousness – CON                        iv.             Openness to experience – OPN                        v.            Emotional Engagement – EE                       vi.             Physical Engagement – PE                      vii.            Cognitive Engagement – CE ***Measurement scales:*** | Variable Name | No. of Items | Measurement Scales | | :------------------------------------------- | :----------- | :-------------------------------------------- | |     i.             Extraversion – EXT | |  (John & Srivastava, 1999) | |     i.             Emotional Engagement – EE | 18 items |  (Burch, Heller, Burch, Freed, & Steed, 2015) |   *Measurement scale items:* | **Code** | **Item Statements** | **Strongly Agree (5)** | **Agree (4)** | **Neutral (3)** | **Disagree (2)** | **Strongly Disagree (1)** | | :------- | :------------------------------------------------------------------------------------------------- | :--------------------- | :------------ | :-------------- | :--------------- | :------------------------ | | EXT1 | I see Myself as Someone Who Is original, comes up with new ideas |   |   |   |   |   | | EXT2 | Tends to find fault with others |   |   |   |   |   | | EXT3 | Does a thorough job |   |   |   |   |   | | EXT4 | Is curious about many different thing |   |   |   |   |   | | EXT5 | Is helpful and unselfish with others |   |   |   |   |   | | EXT6 | Can be somewhat careless |   |   |   |   |   | | EXT7 | Is ingenious, a deep thinker |   |   |   |   |   | | EXT8 | Starts quarrels with others |   |   |   |   |   | | AGR1 | Is a reliable person |   |   |   |   |   | | AGR2 | Is talkative |   |   |   |   |   | | AGR3 | Has an active imagination |   |   |   |   |   | | AGR4 | Has a forgiving nature |   |   |   |   |   | | AGR5 | Tends to be disorganized |   |   |   |   |   | | AGR6 | Is reserved |   |   |   |   |   | | AGR7 | Is inventive |   |   |   |   |   | | AGR8 | Is generally trusting |   |   |   |   |   | | AGR9 | Tends to be lazy |   |   |   |   |   | | CON1 | Is full of energy |   |   |   |   |   | | CON2 | Values artistic, aesthetic experiences |   |   |   |   |   | | CON3 | Can be cold and aloof |   |   |   |   |   | | CON4 | Perseveres until the task is finished |   |   |   |   |   | | CON5 | Generates a lot of enthusiasm |   |   |   |   |   | | CON6 | Prefers work that is routine |   |   |   |   |   | | CON7 | Is considerate and kind to almost Everyone |   |   |   |   |   | | CON8 | Does things efficiently |   |   |   |   |   | | CON9 | Tends to be quiet |   |   |   |   |   | | OPN1 | Likes to reflect, play with ideas |   |   |   |   |   | | OPN2 | Is sometimes rude to others |   |   |   |   |   | | OPN3 | Makes plans and follows through with them. |   |   |   |   |   | | OPN4 | Has an assertive personality |   |   |   |   |   | | OPN5 | Has few artistic interests |   |   |   |   |   | | OPN6 | Likes to cooperate with others |   |   |   |   |   | | OPN7 | Is easily distracted |   |   |   |   |   | | OPN8 | Is sometimes shy, inhibited |   |   |   |   |   | | OPN9 | Is sophisticated in art, music, or literature |   |   |   |   |   | | OPN10 | Is outgoing, sociable |   |   |   |   |   | | EE1 | I am enthusiastic about this class. |   |   |   |   |   | | EE2 | I feel energetic when I am in this class |   |   |   |   |   | | EE3 | I am interested in material I learn in this class |   |   |   |   |   | | EE4 | I am proud of assignments I complete in this class |   |   |   |   |   | | EE5 | I feel positive about the assignment I complete in this class |   |   |   |   |   | | EE6 | I am excited about coming to this class |   |   |   |   |   | | PE1 | I work with intensity on assignments for this class |   |   |   |   |   | | PE2 | I exert my full efforts toward this class |   |   |   |   |   | | PE3 | I devote a lot of energy toward this class |   |   |   |   |   | | PE4 | I try my hardest to perform well for this class |   |   |   |   |   | | PE5 | I strive as hard as I can to complete assignments for this class |   |   |   |   |   | | PE6 | I exert a lot of energy for this class |   |   |   |   |   | | CE1 | When I am in the classroom for this class/course, my mind is focused on class discussion and |   |   |   |   |   | | CE2 | When I am in the classroom for this class/course, I pay a lot of attention to class discussion and |   |   |   |   |   | | CE3 | When I am in the classroom for this class/course, I focus a great deal of attention on class |   |   |   |   |   | | CE4 | When I am in the classroom for this class/course, I am absorbed by class discussion and |   |   |   |   |   | | CE5 | When I am in the classroom for this class/course, I concentrate on class discussion and |   |   |   |   |   | | CE6 | When I am in the classroom for this class/course, I devote a lot of attention to class discussion |   |   |   |   |   |