The relationships between personality, learning approaches, satisfaction with student support services, and academic success

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.