Impact of Study of Habits, Skills, Burn out, Academic Engagement and Responsibility on the Academic Performances of University Students
Abstract
This study examines impacts of student-related factors including study habits and skills, engagement, burnout, and academic responsibility on the academic successes of the Bahir Dar University students. A randomly selected sample of 333 students, (257 males and 76 females) was taken for the study. Likert-scale was used to measure the study habits and skills (SHS), engagement, burnout, and academic responsibility. Data on the students‟ academic success were obtained from the Registrar Office. The study shows study habits and skills, engagement, and academic responsibility fail to correlate with academic achievement significantly; while, sex and burnout negatively and significantly related with it. Regression analysis shows, with the exception of engagement, burnout (β=-0.255), SHS (β=183), academic responsibility (β=-0.306), year of study (β = -0117), and sex (β=-0.256) predicted academic achievement significantly. But the path model unveil that all the independent variables together with sex significantly predict the achievement of students. The combined effect of these variables was about 14%, sex being the strongest predicator. It is generally found that male students and students with higher SHS tend to be higher achievers. However, students who feel academic responsibility and are engaged mostly in their academic tasks, and those with burnout feelings tend to achieve less. Based on the findings, conclusions have been drawn and recommendations have been forwarded.
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References
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Suárez-Orozco, C., Pimentel, A., Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749. Thomas, L.L., Kuncel, N.R., &Crede, M. (2007). Non-cognitive variables in college admissions: The case of the Non-Cognitive Questionnaire. Educational and Psychological Measurement, 67, 635–657. Wen, S. S., & Liu, A. Y. (1976). The validity of each of the four scales of the Survey of Study Habits and Attitudes (SSHA) for each of two samples of college students and under each of two treatment conditions involving use of released class time. Educational and Psychological Measurement, 36, 565–568. Yalew Endawoke. (2003). Causes of student attrition in Bahir Dar University: Qualitative andquantitative analyses. Ethiopian Journal of Education, XXIII, 1, 31-66. Yalew Endawoke. (2011). Help seeking behavior as a function of emotional intelligence, academic responsibility, psychosocial adjustment and self-efficacy of university students. A research paper submitted for publication. Yeshimebrat Mersha, et al. (2009).The study of policy intervention on factors affecting female students’ academic achievement and causes of attrition in higher learning institutions of Ethiopia. Submitted to Ministry of Education Gender Office. Yang, H. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24, 283–301.
Zagar, R., Arbit, J., &Wengel, W. (1982). Personality factors as predictors of grade point average and graduation from nursing school. Educational and Psychological Measurement, 42, 1169– 1175. Zakriski, A.L., Wright, I.C, & Underwood, M.K.(2005). Gender similarities and differences in children's social behavior: Finding personalityin contextualized patterns of adaptation. Journal of Personality and Social Psychology, 88(5), 844--855. Zimmerman, B. J. &Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397–417.
Beaumont, L. R. (2009). Explore the Logic of Passion. EmotionalCompetency.com © 2005-2008. Retrieved on November 22, 2009 from www.emotionalcompetency.com Cordes, C. L., & Dougherty, T. W. (1993). A review and integration of research on job burnout.Academy of Management Review, 18, 621-656. Crede, M. &Kuncel, N. R. (2008). Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance. Perspectives on Psychological Science, 425-453. Francis, L. J.,Hills, P. & Kaldor, P.(2009).The Oswald Clergy Burnout Scale: Reliability, Factor Structure and Preliminary Application Among Australian Clergy,Pastoral Psychology,57, 243–252. DOI 10.1007/s11089-008-0165-7.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74, 54–109. Green, D. E., Walkey, F. H., & Taylor, A. J. W.(1991). The three-factor structure of the Maslach burnout inventory. Journal of Science, Behavior and Personality. 6, 453-472. Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives in research and practice. School Psychology Review, 31(3), 1–31. HERQA (2008). Adama University Institutional Quality Audit Report. HERQA Publication Series-024.Addis Ababa. HERQA (2008). Arbaminch University Institutional Quality Audit Report. HERQA Publication Series-030. Addis Ababa. HERQA (2008). Bahir Dar University Institutional Quality Audit Report. HERQA Publication Series-027. Addis Ababa. HERQA (2008). Haramaya University Institutional Quality Audit Report. HERQA Publication Series-025. Addis Ababa. HERQA (2008). Jimma University Institutional Quality Audit Report. HERQA Publication Series-031. Addis Ababa. HERQA (2008). Mekele University Institutional Quality Audit Report. HERQA Publication Series-028. Addis Ababa. HERQA (2008h). Gondar University Institutional Quality Audit Report. HERQA Publication Series-029. Addis Ababa.
HERQA (2008i). Hawassa University Institutional Quality Audit Report. HERQA Publication Series-026. Addis Ababa.
Hu, Q. &Schauffeli, W. B (2009). The factorial validity of the Maslach burnout inventory- student survey in China. Psychological Reports, 105, 394-408. Jones, C. H., Slate, J. R., & Kyle, A. (1992). Study skills of teacher education students. The Teacher Educator, 28, 7–15. Jones, C. H., Slate, J. R., Marini, I., & DeWater, B. K. (1993). Academic skills and attitudes toward intelligence. Journal of College Student Development, 34, 422–424. Jones,C. H.,Slate, J. R.,Mahan, K. D.,Green,A. E.,Marini,I.,& DeWater,B. K. (1994). Study skills of college students as a function of gender, age, class, and grade point average. Louisiana Education Research Journal, 19, 60–74. Klein, S. B. (1996). Learning principles and applications (3rded). New York: McGraw-Hill, Inc. Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33(3), 10–17, 66. Kuh, G. D. (2003). What we’re learning about student engagement from NSSE. Change, 35(2), 24–32. Kuh, G. D. Cruce, T. M., Shoup, R.&Kinze, J. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79(5), 540-563.
Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report,32 (5). San Francisco: Jossey-Bass.
Lawler-Prince, D.,Slate, J. R.,&Jones,C. H. (1993). Academic behaviours of preservice elementary and/or special education teachers: A preliminary study. Louisiana Education Research Journal, 18, 109–118. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. America Educational Research Journal, 37, 153–184. Maslach, C., & Jackson, S. E. (1981a). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99–113. Maslach, C., & Jackson, S. E. (1981b). Maslachburnout inventory. Research edition. Palo Alto, CA: CPP. Maslach, C., & Jackson, S.E., (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99– 113. Maslach, C., Pines, A., (1977). The burn-out syndrome in the daycare setting. Child CareQuarterly, 6, (2), 100–113. Meier, S. F. &Schmeck, R. R. (1985). The burn-out college student: a descriptive profile. Journal of College Student Personnel, 1, 63-69 National Research Council. (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: National Academies Press. Neumann. Y., Finaly-Neumann, E. &Reichel, A. (1990). Determinants and Consequences of Students' Burnout in Universities.The Journal of Higher Education, 61(1), 20-31 Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco: Jossey-Bass.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco: Jossey-Bass. Ramist, L. (1981).College student attrition and retention.Findings (ETS) 6, 1–4. Riaz, A., Kiran, A. &Malik, N. H. (2002) Relationship of Study Habits with Educational Achievements. International Journal of Agriculture & Biology, 370-371. Ridgell, S., &Lounsbury, J.W. (2004). Predicting collegiate academic success: General intelligence, ‘‘Big Five’’ personality traits, and work drive. College Student Journal, 38, 607–618. Schaufeli, W. B., Salanova, M., GonzAlez-Roma. V. & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factoranalyticapproach. Journal of Happiness Studies, 3, 71–92. Schaufeli, W. B., Martinez, I.M., Pinto, A. M., Salanova , M. & Bakker, A. B.(2002) Burnout and Engagement in University Students: a Cross-National Study. Journal of Cross-Cultural Psychology, 33(5), 464-481 Singg, S. &Ader, J.A. (2001). Development of the student personal responsibility scale-10. Social Behavior and Personality. Slate, J. R., Jones, C. H., &Charlesworth, J. R. (1990). Relationship of conceptions of intelligence to preferred teaching behaviors. Action in Teacher Education, 12(1), 25–29.
Suárez-Orozco, C., Pimentel, A., Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749. Thomas, L.L., Kuncel, N.R., &Crede, M. (2007). Non-cognitive variables in college admissions: The case of the Non-Cognitive Questionnaire. Educational and Psychological Measurement, 67, 635–657. Wen, S. S., & Liu, A. Y. (1976). The validity of each of the four scales of the Survey of Study Habits and Attitudes (SSHA) for each of two samples of college students and under each of two treatment conditions involving use of released class time. Educational and Psychological Measurement, 36, 565–568. Yalew Endawoke. (2003). Causes of student attrition in Bahir Dar University: Qualitative andquantitative analyses. Ethiopian Journal of Education, XXIII, 1, 31-66. Yalew Endawoke. (2011). Help seeking behavior as a function of emotional intelligence, academic responsibility, psychosocial adjustment and self-efficacy of university students. A research paper submitted for publication. Yeshimebrat Mersha, et al. (2009).The study of policy intervention on factors affecting female students’ academic achievement and causes of attrition in higher learning institutions of Ethiopia. Submitted to Ministry of Education Gender Office. Yang, H. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24, 283–301.
Zagar, R., Arbit, J., &Wengel, W. (1982). Personality factors as predictors of grade point average and graduation from nursing school. Educational and Psychological Measurement, 42, 1169– 1175. Zakriski, A.L., Wright, I.C, & Underwood, M.K.(2005). Gender similarities and differences in children's social behavior: Finding personalityin contextualized patterns of adaptation. Journal of Personality and Social Psychology, 88(5), 844--855. Zimmerman, B. J. &Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397–417.
Published
2013-06-01
Section
Articles