Student-Related Variables as Predictors of Academic Achievement among Some Undergraduate Psychology Students in Barbados

Autor/in	Fayombo, Grace Adebisi
Titel	Student-Related Variables as Predictors of Academic Achievement among Some Undergraduate Psychology Students in Barbados
Quelle	(2011), S.280-289 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Resilience (Psychology); Higher Education; Study Habits; Teacher Effectiveness; Academic Achievement; Achievement Tests; Measures (Individuals); Foreign Countries; Developmental Psychology; Rating Scales; Student Interests; Educational Attitudes; Predictor Variables; Undergraduate Students; Correlation; Regression (Statistics); Barbados + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Study behavior; Study behaviour; Studienverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Messdaten; Ausland; Entwicklungspsychologie; Rating-Skala; Studieninteresse; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Prädiktor; Korrelation; Regression; Regressionsanalyse
Abstract	This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West Indies), Cave Hill Campus, Barbados. They responded to four instruments: PAT (Psychology Achievement Test), IHES (Interest in Higher Education Scale), PRS (Psychological Resilience Scale) and SHS (Study Habit Scale). Descriptive Statistics, Pearson Product Moment Correlation and Stepwise Multiple Regressions were conducted. Findings revealed significant positive correlations between the student-related variables and academic achievement. The student-related variables also jointly contributed 46% of the variance being accounted for in academic achievement (R-square = 0.464, which is the square of the measure of correlation and an indication that the model is fit for future prediction of academic achievement among university students) and this was found to be significant. Additionally, it was found that interest in higher education was the best predictor of academic achievement and that psychological resilience and study habit were other significant predictors. These results were discussed in the light of improving these student-related variables for effective teaching of psychology and good academic performance. (Contains 3 tables and 2 figures.) [Funding for this research was provided by the University of the West Indies.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10