engleski

Personality traits, goal orientations, self-efficacy, and value of learning as predictors of achievement in chemistry

Finding ways to predict and improve academic performance received much attention lately. It is well-known that many factors have influence on student’s academic achievement, and some of them are context specific. The relationship between academic success (in term of grades) and the Big Five traits, goal orientations (mastery approach, mastery avoid, performance approach, effort avoid), self-efficacy, and value of learning chemistry were explored in this study using a sample (N = 292) of high-school students. Correlation analyses showed that school classes (second/third), conscientiousness, emotional stability, mastery approach and effort avoid goal orientation, self-efficacy, and value of learning chemistry were related to chemistry grades. All correlations were positive, except for the one between chemistry grades and effort-avoid goal orientation. Further, following a hierarchical regression three sets of variables were used to predict chemistry grades: sociodemographic variables, personality traits, and, as third, goal orientations, self-efficacy, and value of learning chemistry. It was shown that self-efficacy was the most powerful predictor of grades. Surprisingly, of all the others variables, only emotional stability was a significant predictor of achievement in chemistry.

academic achievement; Big Five traits; goal orientations; self-efficacy; value of learning chemistry

nije evidentirano