Devenish, Bernadette (2010) The Relationships between Personality, Learning Approaches, Satisfaction with Life, Academic Self-Efficacy and Academic Success. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The aim of this study was to examine the relationships between personality, learning approaches, Satisfaction with Life, Academic Self-efficacy, and the academic success of first year students enrolled in PSY1010 Foundation Psychology A, at the University of Southern Queensland (USQ), during Semester one, 2010. A total of 275 mature age and 26 school leaver students, studying either on-campus (n = 98), or off-campus (n = 203), and residing in rural (n = 26), regional (n = 141) or metropolitan (n = 125) areas in Australia, participated in the study. The NEO FiveFactor Inventory Form S (NEO-FFI) measured the ‘Big Five’ personality traits: Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. The Surface, Strategic, and Deep learning approaches were measured using the Approaches to Study Skills Inventory for Students Test (ASSIST). Satisfaction with Life was measured using the Satisfaction with Life Scale (SWLS), and Academic Self-efficacy was measured using the Academic Behavioural Confidence Scale (ABCS). Academic success was measured using the Grade Point Average (GPA) for Semester one, 2010, and academic performance of students will continue to be tracked over time. ANOVA results showed comparable GPAs, learning approaches, and Academic Self-efficacy levels between mature age and school leaver students across all study modes. Rural, regional, and metropolitan students showed comparable Satisfaction with Life, and Academic Self-efficacy levels. Correlation analysis showed a positive correlation between Conscientiousness, and Neuroticism was negatively correlated with GPA. The Surface learning approach negatively correlated with Conscientiousness, and positively correlated with Neuroticism. The Strategic and Deep learning approaches positively correlated with Conscientiousness, and negatively correlated with Neuroticism. Academic Self-efficacy positively correlated with Conscientiousness and the Strategic and Deep learning approaches, and negatively correlated with the Surface approach. Multiple regressions showed that Conscientiousness was a positive predictor, and Extraversion a negative predictor of GPA. Similarly, the Strategic learning approach positively predicted, and the Surface approach negatively predicted GPA. Openness to Experience, Conscientiousness, and Agreeableness negatively predicted the Surface approach. Additionally, Extraversion and Neuroticism positively predicated the Surface approach. Conscientiousness positively predicted the Strategic approach. Likewise, Openness to Experience and Conscientiousness positively predicted the Deep approach. Academic Self-efficacy positively predicted GPA for this cohort of psychology students. The current findings add to our understanding of the key factors that influence academic success, assisting educators and administrators in the design and delivery of targeted effective support programs. Future research would benefit from a student sample representative of a wider range of faculties and universities, studied over a longer period.
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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: | Burton, Lorelle |
| Qualification: | Bachelor of Science (Honours) (Psychology) |
| Date Deposited: | 06 Jan 2026 03:33 |
| Last Modified: | 06 Jan 2026 03:33 |
| 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/52266 |
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