Donnelly, Rachel (2009) Learning Approaches and Personality as Predictors of Academic Success over Time: School Leavers versus Mature Students. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The main aim of this study was to examine the relationships between learning approaches, personality, Age (school leavers versus mature students), and academic success over time. A total of 172 on-campus and distance students enrolled in the Faculty of Sciences first year PSY1010 Foundation Psychology A course in Semester 1, 2007 completed an online survey which measured their learning approaches and personality. Three learning approaches were measured with the Approaches and Study Skills Inventory for Students (ASSIST): Deep, Strategic and Surface. The International Personality Item Pool (IPIP) measured the Big Five personality traits of Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Intellect. A total of 100 of these students (45 school leavers; 55 mature students) were subsequently tracked over time, with students’ academic success measured as grade point average (GPA) in Semester 2, 2008 (GPA2) and Semester 1, 2009 (GPA3), respectively. Mature students obtained significantly higher GPAs than school leavers over time (2008-2009). Distance students obtained significantly higher GPAs than on-campus students in 2008. However, a factorial ANOVA showed there was no significant interaction between Mode of Study (on-campus versus distance) and Age (school leavers versus mature students) for GPA2. The main effect for Age was significant, indicating that mature students outperformed their younger counterparts for both study modes. The main effect for Mode of Study was not significant. Mature students scored higher than school leavers on the Deep and Strategic approaches; respectively. In contrast, school leavers scored higher than mature students on the Surface approach to learning. None of the three learning approaches were related to academic success over time (GPA2 and GPA3). This finding is contrary to Ropolo’s (2007) study, which found the Strategic approach predicted GPA in Semester 1, 2007 (GPA1), with the original cohort. These findings suggest that the Strategic approach may only play a key role in first year studies and becomes less directly relevant to academic success beyond first year once students transition into university life. As expected, for the tracked cohort, Conscientiousness predicted the Strategic approach to learning; Intellect predicted the Deep approach; and Emotional Stability and Intellect each negatively predicted the Surface approach to learning. Interestingly, Agreeableness also predicted the Deep approach to learning. However, this study did not find a relationship between personality and academic success when GPA was measured beyond first year studies. Mature students prefer Deep and Strategic approaches to learning, as compared with school leavers who prefer a Surface approach. The current findings will assist educators to better understand the effect of individual differences on academic success and develop programs which are better suited to the needs of a heterogeneous student population. Future research would benefit from tracking a larger sample of students who are enrolled in a specific discipline area for the full 3 years of undergraduate study, using a range of faculties and universities. Additionally, an investigation into the characteristics of the attrition sample to determine how they impact on academic success is warranted.
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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 06:46 |
| Last Modified: | 23 Oct 2025 06:46 |
| 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/52274 |
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