S.Y. 2017-2018 : 2ND SEM
478 - 3585 / 659 - 2113 / 659 - 2075
Determining factors that contribute to students’ academic achievement tends to be the center of education and psychology that can be probably due to its impact on students’ learning process. Understanding as to how these factors can be of help in predicting students’ success in educational undertakings is then needed to be substantiated.
Academic success has been described as an interaction of different factors. There is substantial evidence showing links between personality, self-efficacy and academic undertakings. Thus, the aim of this study is to identify other factors that are related to self-efficacy and personality.
Moreover, studies examining the links between personality characteristics, quality of life and self-efficacy simultaneously were less represented. 150 students were selected through convenience sampling in several programs offered in the university to complete questionnaire about self-efficacy, quality of life and personality inventory.
Results suggest that personality variables showed no significant relation to both self-efficacy and quality of life. However, there is a significant positive relationship between self-efficacy and quality of life. No differences were also noted in personality variables and self-efficacy between sexes, however, quality of life is significantly higher among males and females.
Thus, programs and structured learning experiences focused on developing students’ self-efficacy can lead to an increase in the quality of life
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