Collins, Suzanne (Suzie) (2008) Screening for Difficulties and Interference with Classroom Learning in Young People. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The main aim of the study was to examine the relationships between personality, learning approaches, and career decision-making in a sample of first-year undergraduate students in a regional Australian university. A test battery, which included demographic information and self-report questionnaires, was administered online to 647 first-year students enrolled at the University of Southern Queensland (USQ). The personality traits of the five-factor model: Neuroticism, Extraversion, Openness to Experience, Conscientiousness, and Agreeableness were measured by the NEO-Five Factor Inventory (NEO-FFI). The learning approaches: Deep approach, Surface approach, and Strategic approach were measured by the Approaches and Study Skills Inventory for Students (ASSIST). Aspects of career decision-making were: Career-Decidedness, measured by the Career Choice Status Inventory (CCSI); Career Adaptability and Career Optimism, measured by the Career Futures Inventory (CFI); Major Satisfaction, measured by the Academic Major Satisfaction Scale (AMSS); and General Self-Efficacy, measured by the General Self-Efficacy Scale (GSES). Academic achievement was measured by the grade point average (GPA). Conscientiousness, Openness to Experience, Neuroticism, and Agreeableness were significantly correlated with first-year students’ GPA. All three learning approaches were also significantly correlated with GPA. All the career variables significantly correlated with each other and significantly correlated with GPA. The multiple regression analyses showed that Conscientiousness, Openness to Experience, Extraversion, and Agreeableness all predicted first-year students’ GPA. The Surface and Strategic approach both predicted GPA. Conscientiousness and Openness to Experience both predicted the Deep learning approach. Conscientiousness, Openness to Experience, Extraversion, and Neuroticism each predicted the Surface learning approach. Conscientiousness, Openness to Experience, and Neuroticism predicted the Strategic approach. Major Satisfaction was the only career decision-making variable that predicted GPA. This study confirmed that non-cognitive variables such as personality traits, learning approaches, and aspects of career-decision making influenced first-year students’ academic achievement. Thus educators can use their resources more effectively by engaging students, based on specific personality traits, to enhance academic achievement. Further, the learning environment can be adapted so students are encouraged to adopt a Strategic learning approach and discouraged from using a Surface learning approach. Finally a focus on ensuring students are satisfied with their major field of study is important to students academic success. Future research might show if personality, learning approaches, and career decision-making changes across the course of students university careers. Also, distinguishing between faculties, assessment procedures, and prior work experience could increase the generalisation of these findings.
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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: | Paul Bramston |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 13 Nov 2025 02:49 |
| Last Modified: | 13 Nov 2025 02:49 |
| 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/52218 |
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