Emotional intelligence is a relatively new and growing area of behavioural research, which stimulated the imagination of the general public, the commercial world and the scientific community. Only a few studies have been done on the relationship between emotional intelligence and academic performance. The objective of this study was to determine the relationship of emotional intelligence, optimism, life satisfaction and self-efficacy, as well as the validity and reliability of these measures on a sample of university students. Further objectives included conceptualising emotional intelligence, optimism, life satisfaction, self-efficacy, wellbeing and academic performance and determining the validity and reliability of the 33-item measurement of emotional intelligence (SEIS) for a sample of potential future employees in economical sciences professions. The results obtained from this study will help organisations determine the level of emotional intelligence and well-being of their future workforce, in order to implement certain interventions to improve it. A cross-sectional survey design was used for this study. A sample of 341 students was used for this study, but only 324 of the responses could be utilised. The participants (N = 324) were students within the field of economics. 1 17 Students were from the Vanderbijlpark Campus and 207 students were from the Potchefstroom Campus. The Schutte Emotional Intelligence Scale, Life Orientation Test Revised, Satisfaction with Life Scale, and the General Perceived Self- Efficacy Scale were administered. Descriptive and inferential statistics were used to analyse the statistical data. The results obtained from the SEIS proved this measuring instrument to be valid and reliable. By using the multiple linear regression analysis approach, a six dimensional factor structure for emotional intelligence among students emerged, which supported earlier conceptions in this regard. The results showed that Interpersonal factors consisted of Positive Affect, Emotions-Others, Happy Emotions, Emotions-Own, Non-Verbal Emotions and Emotional Control. Intrapersonal factors consisted of Self-Efficacy, Life Satisfaction and Optimism. Self-efficacy, Life satisfaction, Optimism, Pessimism, Positive Affect, Emotion-Others, Happy Emotions, Emotion-Own, Non-Verbal Emotions and Emotional Control, predict 16% of the variance in Academic Performance. Significant predictors of Academic Performance are Life Satisfaction, Optimism, Pessimism and Emotions-Others. A second order factor analysis was done on the factors of the SEIS, LOT-R, GPSES, and the SWLS. Two factors were extracted explaining 50,95% of the variance. These factors were called Interpersonal Factors and Intrapersonal Factors. On the Intrapersonal Factor, the following factors loaded: Emotions-Others, Happy Emotions, Emotions-Own and Non-Verbal Emotions. Self-Efficacy, Life Satisfaction and Optimism, Positive Affect and Emotional Control loaded on the Interpersonal Factor. It is evident from the above that psychological well-being consisted out of two dimensions namely Interpersonal and Intrapersonal aspects. Positive Affect is significantly positively related (large effect) to Optimism and Self-Efficacy and significantly positive related (medium effect) to Emotions-Others, Happy Emotions, Emotions-Own, Non-Verbal Emotions and Emotional Control. Emotions-Others is significantly positively related (medium effect) to Happy Emotions, Emotions-Own and Self-Efficacy. Happy Emotions is significantly positively related (medium effect) to Emotions-Own, Non-Verbal Emotions, Emotional Control, Optimism and Self-Efficacy. Emotions-Own is significantly positively related (medium effect) to Non-verbal Emotions, Emotional Control, Optimism and Self-Efficacy. Non-verbal Emotions significantly positively related (medium effect) to Emotional Control and Self-Efficacy. Emotional Control significantly positively related (large effect) to Self-Efficacy and significantly positively related (medium effect) to Optimism and Life Satisfaction. Optimism significantly positively related (medium effect) to Life Satisfaction and Self-Efficacy. Pessimism is significantly negatively related (medium effect) to Life Satisfaction and Self- Efficacy. Life satisfaction is significantly positively related (medium effect) to Self-Efficacy and Academic Performance. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

The application of Information and Communication Technology (ICT) as supportive tool in teaching and learning within the framework of the radical change that Outcomes Based Education (OBE) has created, pervades and consequently alters the pedagogy and methodology of Geography teaching. Geography Is a subject in which ICT can make a definite and worthwhile contribution and it is, therefore, important that Geography educators know how to harness the benefits of ICT for their learners. Apart from the general availability of ICT to fulfil the requirements of the curricula, there are pressures from the world outside the classroom in the form of professionals who utilize Geography in their profession, such as town planners and meteorologists, who utilise new technology such as GIs, GPS, satellite images, radar summaries, air charts and meteograms as an integral part of their work. The Internet, the World Wide Web and CD-Rom are used progressively as resource-based and communication tools in teaching and learning throughout the world. The challenge to utilise ICT in Geography teaching and learning occurs in a world experiencing increasing disparities between the rich and poor, among and within nations. For example, while 72.7% of Americans currently use the Internet, only 6.4% of South Africans have access to and use the Internet. A solution for sufficient ICT support in teaching and learning for developing countries is to focus on ICT variants that are affordable and that will sustain movement toward fulfilling development objectives. Developing countries (such as the RSA) need to consider alternatives to ICT that maximise the Impact of ICT and that entail balancing investment in computers with investment in other technologies that might be cheaper and equally effective. The use of alternative ICT variants must, however, be globally competitive, but at the same time be cost-effective. The ability, versatility and low cost of an ICT variant such as the Digital Versatile Disc (DVD) suggest that it can serve this purpose. ICT supports teaching and learning in Geography in many ways and has an impact on the quality of learners' learning experience and the depth of their learning. It can be a tool for inquiry learning, a resource for obtaining secondary source material, an aid in measuring physical events and situations, models real-world situations, helps to communicate and present information, improves efficiency and pace of workload, provides resources and structure to support learning independently of the educator and improves the quality of task outcomes for learners. The introduction of OBE in South Africa since 1994 has also encouraged learner-centred teaching and learning and has required a paradigm shift away from the traditional content-based transmission model of teaching and learning. The purpose of this study is to: • determine whether or not the DVD method can support the teaching and learning of Geography teacher students effectively; • determine how the DVD alters the format, structure and number of traditional formal Geography lectures; • determine what the nature of the information on the DVD must be in order to be perceived by the students effectively; • Investigate the effect of the utilisation of the DVD on the academic performance of Geography teacher students; and • develop a model for the effective integration and utilisation of the DVD in fulltime Geography teaching and learning. An action research method constituted the backbone of this study. The action research included a combined qualitative and quantitative research method in the form of a cross-sectional study as part of a developmental research method, in order to develop and evaluate a proposed model for the effective integration and utilisation of the DVD in Geography teaching and learning. The participants in this study included the entire population of the full-time, second-year students of the Economic Geography module, GEOH251 of 2004, 2005 and 2006 of the B.Ed (teaching degree) of the North-West University (Potchefstroom Campus). The results of the study can be summarised as follows: This study indicated that the majority of the GEOH251 students were positive regarding the integration of the DVD in Geography teaching and learning. The DVD-method teaching approach challenges lecturers and students to fulfil new roles within the teaching and learning environment. The results of this study indicate the following: The integration of the DVD method can support the teaching and learning of Geography teacher students effectively. The utilisation of the DVD, together with a seminar format with a specific procedure, enhances the teaching and learning of Geography. The DVD with all the different types of information included thereon was well received by the Geography students and was deemed effective. The integration of the DVD into Geography teaching and learning evidently did not result in poorer academic performances of students in the GEOH251 module. The proposed model provides clear guidelines on how to integrate the DVD In Geography teaching and learning. It explains how the DVD should be compiled, what to include and how to employ it effectively in conjunction with seminars. It also describes the transition of formal contact sessions to seminars, which occur less frequently than traditional contact sessions, but with regular weekly intervals, as well as explains the seminar proceedings, interactions and timeframes. The DVD can be integrated into Geography teaching and learning effectively if the procedures, steps, and actions, as expounded in the proposed model, are applied. The advantages of the DVD as ICT variant in Geography teaching and learning can be clearly seen, especially if it can be implemented in developing countries. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item consisting of four categories: I am very sure; I know exactly what career I will pursue (n = 228), I am fairly sure what career I will pursue (n = 416), I am not sure at all which career I will pursue (n = 135) and I do not plan to follow a career (n = 3). For the objective of the study, categories one and two were grouped together with participants who were fairly certain which career they would follow, while participants in category three represented participants who were uncertain. Category four was not included as only three participants within that category answered. In total, 644 students were (fairly) certain, while 135 were uncertain. These two groups were enclosed as a dependent variable in the logistic regression. The results of this study showed that work experience influences career uncertainty to some extent. This is supported by previous research. Furthermore, it was found that self–esteem also influences career uncertainty to some degree. However, these two variables were only significant in the first steps of the logistic regression. Furthermore, the results showed that career decision–making difficulties share a significant relationship with career uncertainty. The study also found that significant antecedents of career uncertainty include: a lack of information about the decision–making process; a lack of information about occupations; inconsistent information due to internal conflict; a lack of information about ways of obtaining information; and inconsistent information due to external conflict. In conclusion, exhaustion, cynicism and dedication were also found to be significant antecedents of career uncertainty. Based on these results, this study suggests that student burnout and student engagement influence an individual’s level of career uncertainty. Recommendations were made for practice as well as for future research. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item consisting of four categories: I am very sure; I know exactly what career I will pursue (n = 228), I am fairly sure what career I will pursue (n = 416), I am not sure at all which career I will pursue (n = 135) and I do not plan to follow a career (n = 3). For the objective of the study, categories one and two were grouped together with participants who were fairly certain which career they would follow, while participants in category three represented participants who were uncertain. Category four was not included as only three participants within that category answered. In total, 644 students were (fairly) certain, while 135 were uncertain. These two groups were enclosed as a dependent variable in the logistic regression. The results of this study showed that work experience influences career uncertainty to some extent. This is supported by previous research. Furthermore, it was found that self–esteem also influences career uncertainty to some degree. However, these two variables were only significant in the first steps of the logistic regression. Furthermore, the results showed that career decision–making difficulties share a significant relationship with career uncertainty. The study also found that significant antecedents of career uncertainty include: a lack of information about the decision–making process; a lack of information about occupations; inconsistent information due to internal conflict; a lack of information about ways of obtaining information; and inconsistent information due to external conflict. In conclusion, exhaustion, cynicism and dedication were also found to be significant antecedents of career uncertainty. Based on these results, this study suggests that student burnout and student engagement influence an individual’s level of career uncertainty. Recommendations were made for practice as well as for future research. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Selection and selection procedures play a key role in the ability of organisations to compete successfully in the complex global and local environment. South Africa is experiencing a serious artisinal and technical skill shortage. Given the unemployment issues and the quest for people to fill the skill shortage gap it is important for organizations to find possible solutions to ensure that they stay competitive and effective in the labour market. Research suggests that at least 12 500 artisans need to be produced each year from 2006 to 2010 to meet the demand for skilled workers. To address above mentioned challenge organizations have to develop strategies to assist them to select individuals with the best chance to succeed in training. Unfortunately, the solution is not simple as organisations have a multitude of influences and pressures which affect their decisions regarding selection procedures. Selection of individuals is becoming an increasingly complex science as organisations have to select a capable and representative workforce. They must thus select candidates that are most likely to benefit from what is offered educationally, meet the requirements stipulated in South Africa's Labour legislation, and will perform most successfully in the specific trade. Bad practice can lead to costly litigation. The objectives of this mini-dissertation were to assess the empirical validity of the Technical Test Battery (TTB), as ability test and the Learning Potential Computerised Adaptive Test (LPCAT) as learning potential test as predictors of academic success of first year apprentice electrician students at a South African technical college serving a mining community. The study explored the current local employment issues that affect selection for training in the technical fields. The difference between the measurement of cognitive ability and learning potential were examined and the nature of the constructs of cognitive ability and that of learning potential were discussed. In the empirical study one of the objectives was to determine whether there was a relationship between the TTB and the LPCAT as two different predictors of the academic success of first yar apprentice electrician students. The difference in the empirical (predictive) validity of the two psychometric selection instruments, if only one of the tests as opposed to if both were used in combination, were examined. Another objective was to determine if there were any differences regarding the scores on the TTB and LPCAT of students from the designated group as opposed to that of students from non-designated groups. Finally this study explored whether the TTB and LPCAT were valid predictors to be used as selection instruments for apprentice electrician students in the South African context The research method consisted of a literature review and an empirical study. The empirical validity of the two predictor tests was validated in terms of the accuracy with which the selection instruments predicted the students' future performance. This research can be categorized as descriptive quantitative research. The TTB and LPCAT scores of a sample of 89 selected apprentice electricians were compared with the number of attempts they used to pass a phase test. Data was analysed by means of descriptive statistics. Pearsons Product Moment Correlation Coefficient, t-tests, ANOVAs as well as discriminant analysis were also used to reach the research objective. Statistically significant relationships were found between the predictor and criterion variables. The results confirm that the TTB and LPCAT are indeed empirical valid tests that can be used in the selection of apprentice electricians. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2008.

Η παρούσα μελέτη επιχειρεί να διερευνήσει αν κοινωνικοί παράγοντες όπως η εκπαίδευση και το επάγγελμα των γονέων, οι φιλοδοξίες και οι προσδοκίες των μαθητών αλλά και οι φιλοδοξίες και οι προσδοκίες των γονέων τους και των σημαντικών άλλων, σχετίζονται με την επίδοση των μαθητών στο μάθημα της νεοελληνικής γλώσσας. Ως θεωρητικό πλαίσιο επιλέχτηκε το μοντέλο του Wisconsin και ως ερευνητικό εργαλείο το ερωτηματολόγιο. Επεξεργαστήκαμε τα δεδομένα χρησιμοποιώντας ποσοτική ανάλυση. Τα αποτελέσματα της μελέτης έδειξαν ότι υπάρχει ισχυρή συσχέτιση ανάμεσα στη σχολική επίδοση στο μάθημα της νεοελληνικής γλώσσας και τα κοινωνικοψυχολογικά χαρακτηριστικά των μαθητών. / This study aims to examine whether social factors such as the education and occupation of parents, the aspirations and expectations of students and the aspirations and expectations of their parents and their significant others, are related with the students’ academic performance at the lesson of greek language. The Wisconsin Model was chosen as theoretical context and the questionnaire was employed as a research tool. We processed our data using quantitative analysis. The study showed that, indeed, there is a strong relationship between the students’ academic performance and their sociopsychological characteristics.

Currently, the accounting education has undergone significant changes, such as significant growth in the number of Accounting courses and the consequent increase in the number of vacancies offered, as well as changes in accounting standards in Brazil (Miranda, 2011). In this scenario, is faced with a performance history obtained by the students in Accounting from the Provão to the ENADE 2012, not very favorable. According to Santos (2012), in Provão 2002 and 2003, the students recorded an average of 32.0 (range 0-100) and the ENADE 2006 an average of 33.90. ENADE in 2009, the average was 39.9 and in 2012 34.5 (INEP, 2014). Thus, the general objective of this study was to identify the significant variables in ENADE 2012 result of explanation in Accounting. The guiding theory was the educational production function. For this research we selected a sample of 44 370 students of Accounting (77% of the population) who underwent ENADE in 2012. First held descriptive statistics of the variables, after we observed the Hierarchical Linear Model to analyze the effect of each variable on academic performance. The results show that variables of the \"Level Student\" that were significant in the performance of explanation were: gender, marital status, ethnicity, income, scholarship, way ticket, mother\'s education, secondary education school (public or private), type of high school (traditional or vocational), number of books, hours studied, undergraduate research participation, participation monitoring, participation outreach activities. And at Level Institution: administrative category of IES, region, number of graduates participants ENADE, entrants note (ESMS), percentage of teachers, infrastructure percentage, percentage didactic-pedagogical organization. It is considered the greatest contribution the fact that this work point out that the characteristics and attitudes of the students are the most responsible (90%) to determine the academic performance and that only 10% or so, shall be borne by institutional variables (teacher + institution ) / Atualmente, o ensino de contabilidade tem passado por mudanças significativas, tais como crescimento expressivo no número de cursos de Ciências Contábeis e o consequente aumento no número de vagas ofertadas, bem como as mudanças nos padrões contábeis no Brasil (MIRANDA, 2011). Nesse cenário, depara-se com um histórico de desempenho obtido pelos estudantes de Ciências Contábeis desde o Provão até o ENADE 2012, não muito favorável. De acordo com Santos (2012), no Provão de 2002 e 2003, os alunos registraram uma média de 32,0 (escala 0 a 100) e, no ENADE 2006, uma média de 33,90. No ENADE 2009, a média foi de 34,4 e, em 2012, de 34,5 (INEP, 2014). Assim, o objetivo geral do trabalho foi identificar as variáveis significativas na explicação do resultado ENADE 2012 em Ciências Contábeis. A teoria norteadora foi da função de produção educacional. Para realização desta pesquisa foi selecionada uma amostra de 44.370 alunos do curso de Ciências Contábeis (77% da população), que realizaram o ENADE em 2012. Primeiramente realizou-se estatística descritiva das variáveis, logo após foi observado o Modelo Hierárquico Linear para analisar o efeito de cada variável no desempenho acadêmico. Os resultados apontam que as variáveis do Nível Aluno que foram significativas na explicação do desempenho foram: gênero, estado civil, etnia, renda, bolsa de estudo, forma de ingresso, escolaridade da mãe, escola ensino médio (pública ou privada), tipo de ensino médio (tradicional ou profissionalizante), quantidade de livros, horas estudadas, participação iniciação científica, participação monitoria, participação atividades de extensão. E no Nível Instituição: categoria administrativa da IES, região, número de concluintes participantes do ENADE, nota de ingressantes (ENEM), percentual de mestres, percentual de infraestrutura, percentual organização didático-pedagógica. Considera-se a maior contribuição o fato de este trabalho apontar que as características e atitudes dos alunos são as maiores responsáveis (90%) para determinação do desempenho acadêmico e que apenas 10%, aproximadamente, ficam a cargo das variáveis institucionais (docente + IES) / Mestre em Ciências Contábeis

The correlations among personality, academic performance and other variables in 170 university students were studied, using two instruments validated into the population: the NEOPJ-R, and the EPPS. Other variables as age, study level, self perception of academic achievement and self perception of motivation, and sources of support were included. Jt was confirmed the reliability and validity of both tests and the correlations between them. The results showed associations among academic performance and conscientiousness, endurance,change, and aggression. The academic performance was better explained by achievements triving, deliberation, change, self perception of academic achievement and age. / Se investigó la relación entre personalidad, rendimiento académico y otras variables en 170 universitarios, mediante dos instrumentos validados para esta población: el NEO PI-R de Costay McCrae y el EPPS de Edwards4• Se consideró las variables edad, ciclo académico, percepcióndel rendimiento, de la propia motivación para estudiar, y fuentes de apoyo. Se confirmo la validez y confiabilidad de ambas pruebas y sus respectivas correlaciones. Se encontraron asociaciones entre el rendimiento y conciencia, perseverancia, cambio y agresión. El rendimiento fue mejor explicado por la aspiraciones de logro, reflexión, cambio, percepción del rendimientoy edad del estudiante.