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.