عنوان مقاله [English]
Purpose: Structural relationships of the role of personality with college learning dimensions with a focus on coping strategies during stressful entering the university is assumed. Methods: This descriptive correlational, the population of new students of the University of Kerman. The multi-stage cluster sampling, 273 persons were selected. Scales consists of five personality factors, (BFI) (Goldberg, 1999), coping strategies (COPE) (Carver, Scheier, & Weintraub, 1989), College Learning Effectiveness Inventory (CLEI) (Kim, Newton, Downey & Benton, 2010). Data analysis partial least squares method, which includes: Measurement models (Cronbach's alpha, loadings, composite reliability, convergent and divergent validity) and Structural Model (significant factor "T-values" and "R Square", the prediction model〖" Q" 〗^"2" "Stone-Geisser", Quality Indexes Redundancy, GOF "Goodness of fit"). Was used to evaluate the hypothesis. Results: showed that Conscientiousness and openness to experience a direct and positive correlation with Planning coping; But the Mental disengagement negative correlation. The Conscientiousness relationship and openness to experience with the Organization and Attention to Study By mediation Planning coping correlation indirect positive; But with stress through mediation Mental disengagement correlation indirect negative. Neuroticism is a significant and positive relationship with Mental disengagement, But there is no significant connection with the Planning coping. Deduction: indicate Planning coping strategies and disengagement with a focus on personality traits that leads to Organization and Attention to Study, Stress and Time Pressure. This study emphasizes the importance the development of coping strategies that can be considered as pattern of effective learning or academic stress.