Denaro, Dominique (2009) Personality, Learning Approaches, Career Decision-Making, and Academic Success: A Longitudinal Approach. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The primary aim of this study was to investigate the relationships between personality, learning approaches, career decision-making, and academic success in a sample of first- year undergraduate students enrolled at the University of Southern Queensland (USQ). The test battery was administered online in Semester 1, 2008 to 647 first-year students enrolled across the five USQ Faculties. The NEO-Five Factor Inventory (NEO-FFI) measured the personality traits of the five-factor model: Conscientiousness, Openness to Experience, Extraversion, Neuroticism, and Agreeableness. The Approaches and Study Skills Inventory for Students (ASSIST) measured the Deep, Surface, and Strategic approaches to learning. The Career Choice Status Inventory (CCSI) measured Career-Decidedness, the Academic Major Satisfaction Scale (AMSS) measured Major Satisfaction, and the General Self Efficacy Scale (GSES) measured General Self-Efficacy. Grade Point Average (GPA) was the measure of academic success and was collected at the end of Semester 1, 2008 (GPA1) by Corser (2008), and tracked over a 1-year period through to Semester 1, 2009 (GPA2) for the current study. 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 approach negatively predicted GPA1 and GPA2, respectively. In contrast, the Strategic approach positively predicted GPA1 and GPA2, respectively. Major Satisfaction positively predicted 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 the first year were the Strategic approach and Agreeableness. The Surface approach negatively predicted GPA1. First year 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. First year students who are trusting, cooperative, and who intend to excel are more likely to be successful in first year and progress successfully into second year studies. Thus, it is important that educators focus on the non-cognitive factors that positively influence first year academic success. First-year students should be encouraged to adopt a Strategic approach to learning and discouraged from using a Surface approach, by the implementation of appropriate assessments and clear goals. Future research should track GPA beyond second year until students complete their studies, to establish if these relationships are maintained over time.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013) |
| Supervisors: | Lorelle Burton |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 23 Oct 2025 06:19 |
| Last Modified: | 23 Oct 2025 06:19 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52262 |
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