Nehmer, Joanne (2010) Personality, Learning Approaches, and Explanatory Style as Predictors of Academic Performance in Adolescent Online Distance Learners. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The main aim of this study was to examine the relationships between learning approaches, personality, factors of explanatory style, and academic performance in adolescents studying by online distance education. Limited research has been undertaken across Australia with cohorts of high school students. A total of 99 distance students enrolled in Years 10, 11 and 12, at a distance education facility, completed an online survey which measured their personality, learning approach, and explanatory style. The NEO-PPI-3 measured the Big Five personality traits of Conscientiousness, Extraversion, Openness to Experience, Neuroticism and Agreeableness. The three learning approaches, Deep, Strategic and Surface, were measured using Entwistle’s Approaches to Learning and Studying Questionnaire. Explanatory style, a broad measure of optimistic or pessimistic thinking, was assessed by Schwarzer and Jerusalem’s General Self Efficacy Test, Scheier‘s Life Orientation Test, and Snyder’s Hope Scale. Participants had their first semester, 2010 English and Maths grades tracked. Correlations and Multiple regressions were completed, with a final exploratory analysis revealing that Neuroticism, Extraversion, and Surface Approach negatively predicted academic performance, and Life Orientation positively predicted academic performance in this cohort. Unexpectedly, no relationship was found between Conscientiousness and General Academic Performance. Additional post hoc analysis showed differences between students enrolled with, and without, recorded mental health difficulties. Students with recorded mental health difficulties generally had poor academic outcomes, high levels of Neuroticism and Surface approaches, and low levels of Extroversion, Conscientiousness, Strategic and Deep approaches, and positive Explanatory style. The research suggests that a greater emphasis on helping students adopt Strategic Approaches to better organise their study may enhance academic outcomes. For students without mental health difficulties, being introverted and having a more optimistic outlook positively relates to academic outcomes: Thus, distance online learning appears a viable study option for more introverted students with robust mental health, and an optimism outlook on life.
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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: | 16 Mar 2026 01:13 |
| Last Modified: | 16 Mar 2026 01:13 |
| 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/52612 |
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