White, Jillian Rosemary (2012) Conscientiousness, Academic Self-Efficacy, and Metacognitive Learning Variables as Predictors of Academic Success. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
This study aimed to examine the nature of the relationships among Conscientiousness, Academic Self-Efficacy, and Metacognitive Learning, and determine whether known predictors of academic success persist over time. Metacognitive Learning, or self-regulated learning, includes Cognition; Metacognitive Learning Strategies (Planning, Assessing, Monitoring and Feedback); and Motivation and Engagement (Adaptive Thoughts, Adaptive Behaviours, Maladaptive Thoughts and Maladaptive Behaviours). This study represents a longitudinal study tracking a sample of psychology students (N = 183) at the University of Southern Queensland (USQ) from Semester 1, 2011 (Time 1) to the end of Semester 1, 2012 (Time 2). Conscientiousness, Academic Self-Efficacy and five metacognitive learning variables (Cognition, Assessing, Monitoring, Maladaptive Thoughts, and Maladaptive Behaviours) each predicted academic success, as measured by grade point average (GPA) at Time 1 (Sharrock, 2011; Wood, 2011). The current data indicate that GPA1 was the key predictor of GPA at Time 2 (GPA2). Although Conscientiousness added to the prediction, neither Academic Self-Efficacy nor metacognitive learning variables significantly added to the prediction of GPA2. Sobel tests of mediation revealed that Academic Self-Efficacy partially mediated the pathway from Conscientiousness to GPA2. Neither Monitoring nor Adaptive Behaviours mediated Conscientiousness to GPA2, however, Monitoring partially mediated Conscientiousness to Adaptive Behaviours. If confirmed in future research, this highlights the importance of teaching first-year students to use metacognitive learning strategies appropriate to task requirements, and consistent with their personality and motivational dispositions for learning. This approach would enable tertiary students to become self-regulated learners capable of managing and optimising their academic performance over time.
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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: | 14 Oct 2025 01:38 |
| Last Modified: | 14 Oct 2025 01:38 |
| Uncontrolled Keywords: | conscientiousness ; academic self-efficacy ; metacognitive learning variables ; academic success ; mediation |
| 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/52871 |
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