Sharrock, Peta (2011) The Relationships between Personality, Learning Approaches, Personality, Academic Self-Efficacy, Student Transition and Academic Success. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The present study aimed to examine the relationships between student transition, personality, learning approaches, 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, 2011 (N = 254). A total of 254 students, studying either on-campus (n = 122), or off-campus (n = 132), participated in the study. The NEO Five-Factor 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). Academic Self-efficacy was measured using the Academic Behavioural Confidence Scale (ABCS). The Student Transition Scale (STS) measured five senses of successful student transition; Sense of Capability, Connection, Purpose, Resourcefulness, and Culture. Academic achievement was measured using the Grade Point Average (GPA) for Semester 1, 2011, and academic performance of students will continue to be tracked over time. Correlation analyses indicated positive correlations between GPA and the Senses of Culture and Capability. Positive correlations were also found between GPA and Conscientiousness, Agreeableness, Openness to Experience, Academic Self-Efficacy, and the Strategic and Deep learning approaches, respectively. Standard multiple regression analyses showed Senses of Resourcefulness, Capability, and Culture each positively predicted GPA. Academic Self-Efficacy, Openness to Experience, and Conscientiousness were also shown to positively predict GPA. The Surface learning approach was found to negatively predict GPA. Hierarchical regression analysis indicated that sense of Resourcefulness was a negative predictor of GPA, after controlling for other senses of success, student learning approaches, personality, and Academic Self-Efficacy. These findings increase our understanding of key factors positively influencing student transition and academic achievement by finding a more prominent role for universities in facilitating student transition by fostering the Senses of Capability, and Culture in students. Future research investigating strategies for developing these senses in students learning in online and distance learning contexts will help universities and educators design interventions promoting successful student transition.
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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: | 10 Nov 2025 01:02 |
| Last Modified: | 10 Nov 2025 01:02 |
| 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/52752 |
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