The relationship among conceptions of knowledge, approaches to learning, personality, and academic success

The relationship among conceptions of knowledge, approaches to learning, personality, and academic success

[Abstract]: Presently, there is much interest in how students study and what skills best facilitate their academic performance. The aim of this study was to examine how students’ conceptions of knowledge, approaches to learning, and personality relate to academic success. An online survey was completed by 198 first-year tertiary students, including 116 off-campus psychology students. This paper will report the relationships among the key variables. As expected, Quick Learning and Simple Knowledge variables positively predicted a Surface learning approach. In contrast, Innate Ability, Simple Knowledge, and Certain Knowledge variables negatively predicted a Deep learning approach. Innate Ability negatively predicted a Strategic learning approach. However, students’ conceptions of knowledge did not predict academic success. As expected, students who adopted a Surface learning approach experienced lower academic success. Contrary to expectations, however, Deep and Strategic learning approaches did not positively predict academic success. An interesting finding was that Intellect positively predicted a Deep learning approach. Further, Conscientiousness, Intellect, and Emotional Stability positively predicted a Strategic learning approach and negatively predicted a Surface learning approach. Personality also predicted academic success. Neuroticism negatively predicted academic success; Conscientiousness positively predicted academic success. The implications of these findings are discussed.

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