The relationship among conceptions of knowledge, approaches to learning, personality, and academic success
Year: 2007
Type: article
Study design: Observational Study
Abstract: Presently, there is much interest in how students study and what skills best facilitate their academic performance. The aim of this study was to examine how students ’ conceptions of knowledge, approaches to learning, and personality relate to academic success. An online survey was completed by 198 first-year tertiary students, including 116 off-campus psychology students. This paper will report the relationships among the key variables. As expected, Quick Learning and Simple Knowledge variables positively predicted a Surface learning approach. In contrast, Innate Ability, Simple Knowledge, and Certain Knowledge variables negatively predicted a Deep learning approach. Innate Ability negatively predicted a Strategic learning approach. However, students ’ conceptions of knowledge did not predict academic success. As expected, students who adopted a Surface learning approach experienced lower academic success. Contrary to expectations, however, Deep and Strategic learning approaches did not positively predict academic success. An interesting finding was that Intellect positively predicted a Deep learning approach. Further, Conscientiousness, Intellect, and Emotional Stability positively predicted a Strategic learning approach and negatively predicted a Surface learning approach. Personality also predicted academic success. Neuroticism negatively predicted academic success; Conscientiousness positively predicted academic success. The implications of these findings are discussed.
Authors: Lorelle J. Burton, J. Sztaroszta
Institution: University of Southern Queensland
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W81496688