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Document Type

Article

Abstract

The purpose of this study was to clarify the area of academic achievement motivation and the various factors that influence college students, including personality traits, learning approaches, goal setting and family attachment. Participants were 95 college students, of whom 81% were women, and had a mean age of 20.6 years. Students were asked to complete surveys regarding perceptions of family attachment, personality, and approaches to learning. Results indicated personality types of agreeableness, conscientiousness, openness, and emotional stability were positively related to academic achievement, as were the learning approaches of academic efficacy and mastery goal orientation. In contrast, performance avoidance goal orientation was negatively related to academic achievement. College students did not perceive family attachment as influential on academic achievement.

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