Explaining Academic Achievement Amongst Students in Higher
Education: Learning Style, Academic Self-Efficacy, Academic Locus of Control, Computer
Self-Efficacy and Perceived Proficiency as Determinants of Final Degree Classification.
Simon Cassidy University of Salford,
UK.
Psychological factors or individual differences have been the subject of much research in
the field of education and learning (e.g. Cassidy & Eachus, 2000). The majority of
these studies seek to establish the connection between cognitive style and beliefs about
learning and actual achievement in a learning situation. The rationale for these studies
centres around the belief that these individual differences are distinct from ability or
intelligence, but may be of equal value in terms of task performance (Crozier, 1997). This
paper reports a follow-up study which focuses on five psychological concepts; learning
style, academic self-efficacy, academic locus of control, computer self-efficacy and
perceived academic proficiency [student's judgement regarding their knowledge of and
confidence within a particular academic field]. Each concept has been identified as an
important factor related to learning in various settings. Here they will be examined
within the domain of education,!
and specifically in relation to achievement of an undergraduate degree in a higher
education setting. The current study investigates individual differences amongst learners
in the context of the ultimate performance indicator in HE, that of final degree
classification. In a longitudinal component of the study, time-dependent changes in
cognitive style and beliefs about learning are also explored. It is suggested that by
simultaneously examining these factors in a single cohort of students, it is possible to
establish their relative contribution to academic performance in a meaningful study
offering high internal validity. Thus overcoming problems of validity implicit when
comparing studies that use varied methodologies and samples in an effort to establish a
summative pattern of effect for these factors. The study is an attempt at providing a
definitive assessment of individual differences amongst learners and the effect of
such differences on learning and performance in hig!
her education.