The relationships between personality, learning approaches, career decision making and academic success: a longitudinal approach

Abstract

The primary aim of this study was to investigate the relationships between personality, learning approaches, self efficacy and career decidedness in a sample of 415 (393 distance; 22 on campus) first year students enrolled at the University of Southern Queensland (USQ). Grade Point Average (GPA) for year 1 (GPA1) and year 2 (GPA2) were the measures of academic success. Multiple regression analyses indicated that Conscientiousness and Openness to Experience each positively predicted the Deep and Strategic approaches, respectively, and negatively predicted the Surface approach. Extraversion and Neuroticism each positively predicted the Surface approach. Conscientiousness, Openness to Experience, and Agreeableness each positively predicted GPA over time (GPA1 and GPA2). The Surface negatively predicted GPA1 and GPA2, respectively. Major Satisfaction positively predicted both GPA1 and General Self-Efficacy positively predicted GPA over time (GPA1 and GPA2). Hierarchical regression analyses indicated that the key positive predictors of academic success in first year were the Strategic approach and Agreeableness trait. The Surface approach negatively predicted GPA1. First year academic success was the strongest predictor of second year success, with GPA1 accounting for 52.8% of GPA2 variance. When controlling for GPA1, the traits Conscientiousness and Agreeableness were key positive predictors of GPA2. The implications of these findings for curriculum design and delivery and for transition programs for commencing students will be discussed.