The relationships between learning approaches, personality and academic success: school leavers versus nonschool leavers

Burton, Lorelle J. and Ropolo, Liria (2008) The relationships between learning approaches, personality and academic success: school leavers versus nonschool leavers. In: 43rd Australian Psychological Society Annual Conference (APS 2008): Psychology Leading Change, 23-27 Sep 2008, Hobart, Australia.

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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.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: 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.
Depositing User: ePrints Administrator
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 30 Apr 2010 10:50
Last Modified: 18 Dec 2014 05:36
Uncontrolled Keywords: learning; personality; academic success
Fields of Research (FOR2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI: http://eprints.usq.edu.au/id/eprint/7856

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