The relationships between personality, learning approaches, satisfaction with student support services, and academic success
Paper
Burton, Lorelle J., Ballantine, Roslyn A. and McIlveen, Peter F.. 2009. "The relationships between personality, learning approaches, satisfaction with student support services, and academic success." Voudouris, Nicholas and Mrowinski, Vicky (ed.) 44th Australian Psychological Society Annual Conference (APS 2009). Darwin, Australia 30 Sep - 04 Oct 2009 Melbourne, Australia.
| Paper/Presentation Title | The relationships between personality, learning approaches, satisfaction with student support services, and academic success |
|---|---|
| Presentation Type | Paper |
| Authors | Burton, Lorelle J. (Author), Ballantine, Roslyn A. (Author) and McIlveen, Peter F. (Author) |
| Editors | Voudouris, Nicholas and Mrowinski, Vicky |
| Journal or Proceedings Title | Proceedings of the 44th Australian Psychological Society Annual Conference (APSC 2009) |
| ERA Conference ID | 50300 |
| Number of Pages | 6 |
| Year | 2009 |
| Place of Publication | Melbourne, Australia |
| ISBN | 9780909881412 |
| Web Address (URL) of Paper | http://www.psychology.org.au/publications/conferences/abstracts/ |
| Conference/Event | 44th Australian Psychological Society Annual Conference (APS 2009) |
| Australian Psychological Society (APS) Annual Conference | |
| Event Details | 44th Australian Psychological Society Annual Conference (APS 2009) Event Date 30 Sep 2009 to end of 04 Oct 2009 Event Location Darwin, Australia |
| Event Details | Australian Psychological Society (APS) Annual Conference APS Annual Conference |
| Abstract | The first year at university is crucial for students as it can often lay the platform for future academic success. The current study was designed to examine various factors that might influence student transition to higher education. The main aim was to examine the relationships between personality, learning approaches, and academic success in 647 first-year students, enrolled both on-campus and via distance education, at the University of Southern Queensland (USQ). Academic success was measured by Grade Point Average (GPA) at the end of students' first year of tertiary study. Additionally, this study examined students' satisfaction with USQ student support services. Consistent with previous research, Conscientiousness positively predicted GPA. Other key findings were that the Surface approach negatively predicted GPA; the Strategic approach positively predicted GPA. Both Conscientiousness and Intellect positively predicted the Deep and the Strategic approaches, respectively; Neuroticism positively predicted the Surface approach. Together, these findings provide implications for curriculum design and delivery and for transition programs for commencing students. Further research is required to determine whether student engagement and satisfaction with student support services predicts academic success, for both on-campus and distance student cohorts. Research that tracks the academic performance of these students until they complete their degrees or leave the university is recommended. |
| Keywords | personality; learning approaches; student services; academic performance |
| ANZSRC Field of Research 2020 | 390303. Higher education |
| 529999. Other psychology not elsewhere classified | |
| 390404. Educational counselling | |
| Public Notes | © The Australian Psychological Society Ltd. Permanent restricted access to published version due to publisher copyright policy. Author's version released from 12 months Embargo 1 October 2010. |
| Byline Affiliations | University of Southern Queensland |
| Department of Psychology | |
| Faculty of Education |
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https://research.usq.edu.au/item/9z461/the-relationships-between-personality-learning-approaches-satisfaction-with-student-support-services-and-academic-success
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