The Relationships Among Personality, Learning Approaches, Major Satisfaction, School Leaver Status, and Academic Success: A Longitudinal Approach

• In Event: Roundtable Session 10
  In Roundtable Session: Factors Predicting Success in College: An International Perspective

Abstract

Research evidence indicates that academic success and continued participation in higher education studies is influenced by the quality of the first year student experience (Huntly & Donovan, 2009). Academic success implies having a clear career related goal. Students who are decided regarding their future career goals tend to display a greater motivation to achieve academically. For example, students who are satisfied with their major field of study and feel confident in their abilities typically experience high academic success (Nauta, 2007). This study extends previous research by integrating psychological and vocational constructs to develop greater insight into factors that impact on academic success. The main aim of this study was to investigate the relationships between personality, learning approaches, self-efficacy and major satisfaction in a sample of 415 (393 distance; 22 on-campus) first year students enrolled at the University of Southern Queensland (USQ), a regional university in Australia. This study also considers the influence of students’ prior experiences as a school leaver (completed year 12 within the past year) or non-school leaver (i.e., mature age student) and examines whether school leaver status influences the relationship between major satisfaction and academic success. The personality traits of the five-factor model, Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism, were measured by the NEO-Five Factor Inventory (NEO-FFI; Costa & McCrae, 1992). The three learning approaches: Deep, Strategic, and Surface approaches, were measured by the Approaches and Study Skills Inventory for Students (ASSIST; Entwistle, 1997). Major Satisfaction, defined as the degree to which tertiary students are globally satisfied with their major field of study, was measured by the Academic Major Satisfaction Scale (AMSS, Nauta, 2007), and General Self-Efficacy, defined as the broad and stable feeling of personal competence to succeed across a variety of situations, was measured by the General Self-Efficacy Scale (GSES, Schwarzer & Jerusalem, 1993). 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. This study also found that mature age students, as compared with school leavers, are more academically successful over time. The implications of these findings for curriculum design and delivery and for transition programs for commencing students will be discussed.

Author

• Lorelle Burton, University of Southern Queensland