Secondary Level Achievement Non-Intellective Factors Implicated in the Process and Product of Performance

McIlroy D., Palmer-Conn S., Lawler B., Poole K., URSAVAŞ Ö. F.

JOURNAL OF INDIVIDUAL DIFFERENCES, cilt.38, sa.2, ss.102-112, 2017 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 38 Sayı: 2
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1027/1614-0001/a000227
  • Dergi Adı: JOURNAL OF INDIVIDUAL DIFFERENCES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.102-112
  • Anahtar Kelimeler: personality, self-efficacy, attendance, secondary education, academic achievement, SELF-EFFICACY BELIEFS, TRAIT EMOTIONAL INTELLIGENCE, SOCIAL COGNITIVE THEORY, ACADEMIC-ACHIEVEMENT, TEST ANXIETY, STUDENT RETENTION, HIGH-SCHOOL, BIG 5, PERSONALITY, SUCCESS
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

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.