The relationships between personality, approaches to learning, and academic success in first-year psychology distance education students
Paper
Paper/Presentation Title | The relationships between personality, approaches to learning, and academic success in first-year psychology distance education students |
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Presentation Type | Paper |
Authors | Burton, Lorelle J. (Author) and Nelson, Louise (Author) |
Editors | Bunker, Alison and Vardi, Iris |
Journal or Proceedings Title | Proceedings of the 29th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2006) |
Journal Citation | 29, pp. 64-72 |
Number of Pages | 10 |
Year | 2006 |
Place of Publication | Western Australia |
ISBN | 0908557698 |
Web Address (URL) of Paper | http://www.herdsa.org.au/wp-content/uploads/conference/2006/papers/Burton.pdf |
Conference/Event | 29th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2006) |
Event Details | 29th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2006) Parent Higher Education Research and Development Society of Australasia Annual Conference Delivery In person Event Date 10 to end of 12 Jul 2006 Event Location Perth, Australia |
Abstract | [Abstract]: The first aim of this study was to examine the relationships between the big five personality traits and approaches to learning in a sample of first-year psychology distance students. Approaches to learning are the intentions a student has when faced with a learning task. A deep approach reflects an intention to understand the material, a strategic approach reflects an intention to achieve the highest grades possible, and a surface approach reflects an intention to cope with the course requirements by memorising facts. Consistent with previous research of on-campus students, the Intellect trait predicted the deep learning approach; the Conscientiousness trait predicted the strategic learning approach; and the Emotional Stability trait negatively predicted the surface learning approach. The second aim of this study was to investigate whether approaches to learning predict academic success, as measured by grade point average. As expected, the surface learning approach negatively predicted achievement. However, contrary to expectations, neither the deep nor the strategic learning approach predicted academic success. This finding may partly be explained by these first-year distance students undergoing a transition to the expectations and requirements of their flexible learning environments. Further research is warranted to establish whether the deep and strategic learning approaches become more likely to predict academic success in the latter years of study, after distance students have adapted to the flexible delivery methods. To this end, a longitudinal study that tracks the academic performance of these students until they complete their degrees or leave the university is recommended. |
Keywords | personality, learning approaches, academic success |
ANZSRC Field of Research 2020 | 520102. Educational psychology |
390303. Higher education | |
390409. Learning sciences | |
Public Notes | No evidence of copyright restrictions on web site. |
Byline Affiliations | University of Southern Queensland |
Department of Surveying and Land Information |
https://research.usq.edu.au/item/9y630/the-relationships-between-personality-approaches-to-learning-and-academic-success-in-first-year-psychology-distance-education-students
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