Chapter 2

REVIEW OF RELATED LITERATURE

This chapter consists of reading and writing from various sources, including

studies-related journal articles, websites, publications, theses, and dissertations.

Beginning with a discussion of the definition and attributes of introverts. Second,

exploring academic performances in college life. Lastly, an overview of existing

literature regarding the effect of one’s personality on learning and social engagement.

Definition of Introvert

Introversion is defined by researchers and authors in terms of preferences and

modes of functioning. An introvert is someone who overthinks their social behavior in

relation to directly perceptible social activity and has a tendency to avoid social

situations (Freyd, M.1924). In a clear and simple meaning, an introvert is someone who

prefers to spend more time in their own inner world and finds power there. When

necessary, well-developed introverts can function effectively in their external

environment, but they perform their best work when they are alone and reflecting

(Sword, 2000, p. 1).

Academic Performances in College

Academic performance is the most important aspect of any educational system

(RONO, 2013). Intellectual level, personality, motivation, skills, interests, study habits,
self-esteem, and the teacher-student relationship all play a role in academic

performance. A diverging performance occurs when there is a gap between academic

performance and the student's expected performance. Unsatisfactory academic

performance is defined as performance that falls short of expectations. It is sometimes

related to teaching methods. (Lamas, H. 2015)

Every student's college experience is different; some do well, while others have

difficulty. Some students may be able to achieve academic success due to certain

factors, including academic self-efficacy and stress-coping techniques. But for many,

academic experience in college appeared to be extremely stressful. (Khan, 2013; K. J.

Swick, 1987).

Related Literature

“Responding to introverted and shy students: Best practice guidelines for

educators and advisors” M. Condon, L. Ruth-Sahd (2013) is an open journal article that

academically analyzes and compares introversion, extroversion, and shyness in terms

of their related social and academic behaviors and processes.

Most of us see social behaviors/preferences associated with introversion as

weaknesses. Introverted students would rather spend time alone, reading, online, or

simply conversing with themselves. They have difficulties expressing their thoughts and

feelings and may not volunteer to share information with others. They are also distinct in

their own ways in terms of many ways, they prefer to process information internally,
which means they would rather sit quietly in class and absorb and ponder lecture

content rather than participate in group learning activities or discussions. They talk less

in group activities and are uncomfortable when being called to answer in class.

On the other side, introverted students make excellent friends, are good

listeners, and often have a wealth of information. They are observant, watchful, and pay

attention to their surroundings. They need more time to think and be sure before voicing

out their thoughts. They excel more in solving problems and critical thinking than others.

Summary
Attributes, engagement, and student experiences theories were discussed in the

preceding literature review. Personality is one of the many factors that affect our

academic performance. In college where social engagement is essential for retention,

learning, and better college experiences, an introverted student may find it difficult to

deal but there will be a place for improvement.

The present study further explores the relationship of introverted students with an

aim to better know the way they experience their academic performances as first-year

college.
Introverts and Extroverts. Psychological Review, 31(1), 74–87 Freyd, M. (1924)
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fh0075875

The Gifted Introvert By Lesley K Sword

http://www.americanacademyk8.org/aastaffhome/BOD/forms/sss/TheGiftedIntrovert.pdf

College students' time management: Correlations with academic performance and stress (K. J.
Swick, 1987)
https://psycnet.apa.org/record/1991-13852-001

October 2013 Academic Self-Efficacy, Coping, and Academic Performance in College Mehjabeen Khan

https://d1wqtxts1xzle7.cloudfront.net/66556371/80001578866f28579247b0ed7d0ad4a85606-with-
cover-page-v2.pdf?
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wxt3qYWoKD25NwchxYWSdIqU~4lotrNDiFuohDjhXEQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

FACTORS AFFECTING PUPILS’ PERFORMANCE IN PUBLIC PRIMARY SCHOOLS AT KENYA CERTIFICATE OF

PRIMARY EDUCATION EXAMINATION (KCPE) IN EMGWEN DIVISION, NANDI DISTRICT, KENYA
BY RICHARD RONO

http://erepository.uonbi.ac.ke/bitstream/handle/11295/52949/Rono_Factors%20affecting%20pupils
%e2%80%99%20performance%20in%20public%20primary%20schools.pdf?sequence=3&isAllowed=y

Lamas, H. (2015). School Performance. Propósitos y Representaciones, 3(1), 313-386.

https://files.eric.ed.gov/fulltext/EJ1135350.pdf

“Responding to introverted and shy students: Best practice guidelines for educators and advisors” M.
Condon, L. Ruth-Sahd (2013
https://www.researchgate.net/publication/275997403_Responding_to_introverted_and_shy_students_
Best_practice_guidelines_for_educators_and_advisors