Effect), 0.three.five (medium effect), and 0.five (substantial impact). 3. Results three.1. Correlational Evaluation With (-)-Cedrene Protocol regard for the correlation analyses (see Table 1), the following relationships between academic anxiety and personality traits had been shown: academic stress shows a positive relationships with agreeableness, conscientiousness, and neuroticism (r = 0.07; r = 0.09; r = 0.26). With regards to the relationships among academic anxiety and self-concept dimensions, good relationships have been identified with emotional self-concept (r = 0.32) and negative relationships with physical self-concept (r = -0.11).Table 1. Implies, typical deviations, and correlations between measures.1 1 AST 2 EX 3 AG 4 CO five NE six OP 7 AS 8 ES 9 FS 10 PS 11 SS M S.D. 0.06 0.07 0.09 0.26 0.03 0.01 0.32 0.34 0.38 0.30 0.43 0.13 0.00 0.04 0.14 0.09 26.72 3.13 0.42 0.39 0.33 0.01 0.37 0.41 0.02 0.01 0.24 0.18 0.32 0.14 0.27 0.31 21.22 3.45 0.28 19.66 five.22 21.25 3.86 two three 4 5 six 7 eight 9 10-0.0.19 -0.00 -0.0.03 0.03 27.91 three.-0.08 0.00 0.14 0.03 33 five.-0.04 -0.11 -0.three.56-0.03 -0.0.00 30.16 three.-0.05 -0.08 -0.24.30 three.-0.04 -0.11 -0.22.63 4.-0.08 0.27 18.57 five.Note: p 0.01; p 0.05. AST: academic stress; EX: extraversion; AG: agreeableness; CO: conscientiousness; NE: neuroticism; OP: openness to encounter; AS: academic self-concept; ES: emotional self-concept; FS: familiar self-concept; PS: physical self-concept; SS: social self-concept.3.two. Regression Evaluation Taking a look at the partnership between academic anxiety, personality traits, and selfconcept, a hierarchical regression evaluation was performed (see Table two). We utilised the stepwise method and entered each and every independent variable in to the model individually. Inside the first equation, gender, age, province, and course had been entered as predictors. Within this very first phase, gender Methoxyfenozide Anti-infection explained 3 with the variance in academic tension. Females reported higher academic pressure than males. Within the second equation, character traits had been introduced as independent variables. Within this case, 7 of the variance of academic anxiety was explained by the neuroticism variable. As a result, subjects with higher levels of neuroticism reported higher academic strain. Within the third equation, self-concept dimensions have been entered asEduc. Sci. 2021, 11,6 ofindependent variables. In this case, 10 from the variance was explained by the self-conceptemotional variable. Subjects who scored higher on emotional self-concept reported higher academic tension.Table 2. Hierarchical regression analysis predicting academic pressure. (Criteria: Academic Pressure) Demographic factor Sex Age Province Course Personality trait Extraversion Agreeableness Conscientiousness Neuroticism Openness Self-concept Academic Emotional Familiar Physical SocialNote: p 0.05; p 0.00.R2 0.F 9.pR2 0.0.16 0.00 0.03 0.04 0.ten 12.32 0.0.00 0.84 0.23 0.18 0.07 0.81 0.63 0.86 0.00 0.67 0.-0.0.00 0.-0.0.17 12.52 0.00 0.0.80 0.00 0.14 0.37 0.-0.04 -0.03 -0.Finally, to be able to examine differences in the variables studied, we dichotomised the sample as outlined by gender (see Table 3). In the academic stress variable, statistically significant variations have been located, where females showed larger levels of strain than men (M = 3.66 vs. M = three.25); F(1, 1019) = 33.55; p 0.00. Concerning the Major 5 variables, differences have been located in extraversion, whereas males showed larger levels of extraversion than girls (M = 27.34 vs. M = 26.52); F(1, 1019) = 12.74; p 0.00. In agreeableness, men scored higher when compared with women (M = 28.32 vs.