The aim of this study was to determine the influence of personality variables on academic achievement.
Apart from the personality variables, many other variables
influence the academic achievement of secondary school pupils.
A literature study was undertaken to examine the nature and
extent of the influence of personality variables and these
other variables which include the family environment, school
variables and pupil characteristics, on academic achievement.
The family environment includes such variables as the socio-economic
status of the family, family size, birth order and
family relationships. It was found that these variables
have a significant influence on academic achievement. School
variables were divided into macro-level variables which include
school size and -location, and micro-level variables which
encompass those variables concerned with the actual classroom
situation. From the literature study could be deduced that
the micro-level variables, such as class size, furniture
arrangement, seating position, body image boundaries and
teacher characteristics have a greater influence on academic
achievement than the macro-level variables.
Pupil characteristics were found to have a significant influence on academic achievement. Cognitive variables such
as intelligence and prior knowledge affect academic achievement
the most. Although the effect of the non-cognitive variables
which include cognitive style, pupil affect, locus of control,
motivation, role expectations and study orientation, is not
as great as that of the cognitive variables, non-cognitive
variables nevertheless add significantly to the explanation
of the variance in academic achievement.
As the influence of the family environment, school variables
and pupil characteristics seemed to be significant, these
variables were included in the empirical investigation as
control variables.
The personality variables which were discussed in the literature study are introversion-extraversion, neuroticism and
some personality factors of the High School Personality Questionnaire. Finally, the relationship between various personality variables and academic achievement in general and in
specific school subjects, was discussed. From the literature
study could be deduced that, although personality variables
per se do not explain such a large percentage of the variance
in academic achievement, they nevertheless increase the percentage of variance in academic achievement explained by
the other variables significantly. Personality variables
were included in the empirical study as experimental variables.
All the standard ten pupils who followed the regular standard
ten courses (excluding the practical course) and were taught
by medium of Afrikaans in the OFS in 1980, were included as the
population for this investigation. The dependent variables
of the study were the average mark in standard ten and achievement
in Afrikaans and Mathematics. A large number of variables
with regard to each pupil was measured. By means of
a factor analysis these variables were reduced to 15 control
variables to which factor B (less intelligent-more intelligent) of the HSPQ was added. The remaining 13 personality
variables of the HSPQ served as the experimental variables.
The multiple regression analysis technique was used to determine the influence of:
1. the control variables;
2. the control plus the experimental variables;
3. the experimental (personality) variables and
4. the personality variables of boys and girls separately on each of the three dependent variables.
The most important results of the empirical investigation
can be stated as follows:
The control variables influence academic achievement.
The cognitive variable is the single control variable with
the greatest influence on all three the dependent variables.
Sex of the pupil and school variables influence achievement
in Afrikaans meaningfully, whilst faculty of comprehension
has a meaningful influence on achievement in Mathematics.
A multivariate model which includes personality variables
is more effective than a multivariate model excluding personality variables. Personality variables in a multivariate
model are, however, more effective as predictors of achievement in Afrikaans than in Mathematics or in average mark
in standard ten. Personality as a construct, thus in a multivariate model which includes only personality variables,
also influences achievement in Afrikaans more than it influences achievement in Mathematics or average mark in standard ten. Learning tasks in Afrikaans are more perceptual whilst
those in Mathematics are more conceptual. It was therefore
deduced that personality variables have a greater influence
on perceptual tasks than on conceptual tasks.
All personality variables influence achievement in Afrikaans
whereas only factor I (self-confidence) has a meaningful influence
on Mathematics achievement.
No difference was found in the influence of personality variables of boys and those of girls on achievement in Afrikaans.
Achievement in Mathematics of girls is however influenced
more by personality variables than that of boys. Whereas
factor 0 (calm) has an influence on Mathematics achievement of boys, factor I (emotionality) has an influence on the
mathematics achievement of girls.
The conclusion of the study, therefore, is that personality
variables influence academic achievement differently, depending on the school subjects investigated, the prediction
model used and the sex of the pupils. The inclusion of personality variables in a multivariate model makes the model
more effective for the prediction of academic achievement.
The results of tests undertaken with such a model ought to
enable teachers to gain more insight into the capabilities
and interests of pupils and thus to provide better vocational
guidance as concerns courses to be taken at secondary school
level. / Thesis (MEd)--PU vir CHO, 1985
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/9336 |
| Date | January 1984 |
| Creators | Scott, Mechaela |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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