Secondary Level Achievement

Abstract

Abstract:The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.

The influence of learning and study strategies inventory on the success of engineering students at a South African University of Technology

“…However, in isolation, such factors may not be sufficient to ensure increased graduation rates (Duckworth & Seligman, 2005;Goff, 2011;Yeager & Dweck, 2012). Accordingly, some researchers called for the inclusion of non-intellective factors in supporting student success (Duckworth & Seligman, 2005;McIlroy et al, 2017;Perez et al, 2009). Non-intellective factors refer to behaviors, skills, attitudes, and strategies that form part of the predictive map of academic performance but which are not assessed using traditional cognitive measures (Farrington et al, 2012;McIlroy et al, 2017).…”

“…Accordingly, some researchers called for the inclusion of non-intellective factors in supporting student success (Duckworth & Seligman, 2005;McIlroy et al, 2017;Perez et al, 2009). Non-intellective factors refer to behaviors, skills, attitudes, and strategies that form part of the predictive map of academic performance but which are not assessed using traditional cognitive measures (Farrington et al, 2012;McIlroy et al, 2017). The literature differentiates between five categories of non-intellective factors: academic behaviors, perseverance, mindsets, social strategies, and learning and study strategies (LSS) (Farrington et al, 2012;Goff, 2011;Van Staden & Ellis, 2017).…”

Growth mindset, Grit, and Academic Self-efficacy as determinants of Academic Performance in Peruvian university students

“…urrently, the effect of non-cognitive attributes on students' academic performance is being discussed (McIlroy et al, 2017). In this regard, empirical evidence apparently supports the thesis that certain psychological attributes have direct effects on wellbeing, learning process and on academic performance (Pepi et al, 2006;Tovar-García, 2017;Pavithra et al, 2024).…”