The relationships between learning approaches, personality and academic success: school leavers versus nonschool leavers
Paper
Paper/Presentation Title | The relationships between learning approaches, personality and academic success: school leavers versus nonschool leavers |
---|---|
Presentation Type | Paper |
Authors | Burton, Lorelle J. (Author) and Ropolo, Liria (Author) |
Editors | Voudouris, Nicholas and Mrowinski, Vicky |
Journal or Proceedings Title | Proceedings of the 43rd Australian Psychological Society Annual Conference (APS 2008) |
ERA Conference ID | 50300 |
Number of Pages | 5 |
Year | 2008 |
Place of Publication | Melbourne, Australia |
ISBN | 9780909881368 |
Web Address (URL) of Paper | http://www.apsconference.com.au/proceedings/ |
Conference/Event | 43rd Annual Australian Psychological Society Conference (APS 2008): Psychology Leading Change |
Australian Psychological Society (APS) Annual Conference | |
Event Details | 43rd Annual Australian Psychological Society Conference (APS 2008): Psychology Leading Change Parent Australian Psychological Society (APS) Annual Conference Event Date 23 to end of 27 Sep 2008 Event Location Hobart, Australia |
Event Details | Australian Psychological Society (APS) Annual Conference APS Annual Conference |
Abstract | The aim of this study was to examine the relationships between approaches to learning, personality, and academic success in a sample of 177 first-year psychology students. Most of the students (n = 144; 81.4%) were first-year tertiary students (school leavers); 33 students (18.6%) had more than one-year tertiary experience (nonschool leavers). The students were enrolled either on-campus or via distance education at the University of Southern Queensland and completed an online survey for course credit. Academic achievement was measured as grade point average (GPA). This paper will report the relationships among the key variables. Univariate analyses of variance showed that nonschool leavers obtained higher GPAs and scored higher on the Deep and Strategic learning approaches than did school leavers. Conversely, school leavers scored higher on the Surface approach to learning. A regression analysis showed that the Strategic approach predicted GPA. None of the five personality traits were related to academic achievement. However, Intellect and Conscientiousness were each found to predict the Deep approach to learning; Conscientiousness was found to predict the Strategic approach to learning; and Emotional Stability and Intellect were each found to predict the Surface approach to learning. The implications of these findings are discussed. |
Keywords | learning; personality; academic success |
ANZSRC Field of Research 2020 | 529999. Other psychology not elsewhere classified |
390402. Education assessment and evaluation | |
390409. Learning sciences | |
Public Notes | This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source. |
Byline Affiliations | University of Southern Queensland |
Department of Psychology |
https://research.usq.edu.au/item/9zwxv/the-relationships-between-learning-approaches-personality-and-academic-success-school-leavers-versus-nonschool-leavers
Download files
2335
total views481
total downloads1
views this month2
downloads this month