The purpose of this study was to investigate the relationship between learning strategies, self-esteem, intellectual functioning and academic achievement among first-year engineering students in South Africa. The current study also intended to determine which variables would contribute significantly to academic achievement. Four measures (Learning and Study Strategies Inventory, Coopersmith Self-Esteem Inventory, Organiser, and Raven's Advanced Progressive Matrices) were administered to 111 students. The students' final examination results served as a measure of academic achievement. Modest but significant correlations were found between self-esteem, learning strategies, Organiser, and academic achievement. Results further revealed Attitude, Freedom from Anxiety, Test Strategies, and Organiser as significant contributors to academic achievement. Implications for educational practice are discussed.
BalboniG.NaglieriJ.A.CubelliR. (2010). Concurrent and predictive validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test. Journal of Psychoeducational Assessment, 28, 222–235.
4.
BaumeisterR. F. (1997). Should schools try to boost self-esteem?. In DuflyK. G., (Ed.), Personal growth and behavior (pp. 15–21). Guilford, CT: Dushkin/McGraw-Hill.
5.
BaumeisterR. F.CampbellJ.KruegerJ. I.VohsK. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?Psychological science in the public interest, 4, 1–44.
6.
BlascovichJ.TomakaJ. (1991). Measures of self-esteem. In RobinsonJ. P.ShaverP. R.WrightsmanL. S. (Eds.), Measures of personality and social psychological attitudes, Volume 1. San Diego, CA: Academic Press.
7.
BowlesT. (1999). ‘Focusing on Time Orientation to Explain Adolescent Self-Concept and Academic Achievement: Part II. Testing a Model’. Journal of Applied Health Behaviour, 1, 1–8.
8.
CannonR.NewbleD. (2000). Handbook for teachers in universities and colleges: A guide to improving teaching methods. London: Kogan Page.
9.
CloeteN.BuntingI. (2001). ‘Higher Education Transformation: Assessing Performance in South Africa’. Pretoria: Centre for Higher Education Transformation.
10.
CoopersmithS. (1975). Self-Esteem Inventory Manual. Lafayette, CA: Self-Esteem Institute.
DaviesJ.BremberI. (1999). Reading and Mathematics Attainments and Self-Esteem in Years 2 and 6 — An Eight Year Cross-Sectional Study. Educational Studies, 25, 145–157.
13.
Du PlessisP. (1996). Learning and study strategies inventory as tool in academic support. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference. Perth, Western Australia, July 8–1, Retrieved 15 April 2009 from http://www.herdsa.org.au/confs/1996/duplessis.html.
14.
Educational Testing Service (1998). Graduate record examination: guide to the use of scores. Princeton, NJ: Educational Testing Service.
15.
FeuersteinR. (1980). Instrumental Enrichment: An Intervention Programme for Cognitive Modiflability. Baltimore, Md.: University Park Press.
16.
FeuersteinR.RandY.HoffmanM. (1979). The Dynamic Assessment of Retarded Performers: The Learning Potential Assessment Device (LPAD). Baltimore, MD: University Park Press. (New revised edition: FeuersteinR. (2003). The Dynamic Assessment of Cognitive Modiflability. Jerusalem: ICELP Press).
17.
GhiasvandM. Y. (2010). Relationship between learning strategies and academic achievement based on information processing approach. Procedia Social and Behavioral Sciences, 5, 1033–1036.
18.
GrieveK. W.ViljoenS. (2000). An exploratory study of the use of the Austin maze in South Africa. South African Journal of Psychology, 30, 14–18.
19.
GurungR. A. R. (2005). How do students really study (and does it matter)?Teaching of Psychology, 32, 239–241.
20.
HarterS. (1993b). Causes and consequences of low self-esteem in children and adolescents. In BaumeisterR. F. (Ed.), Self-esteem: The puzzle of low self-regard, (pp. 87–116). New York: Plenum.
21.
HaughtP. A.HillL. A.WallsR. T.NardiA. H. (1998). Improved learning and study strategies inventory and academic performance: The impact of feedback on freshmen. Journal of the First-Year Experience, 10, 25–40.
22.
HendersonN.FadaliM. S.JohnsonJ. (2002). An investigation of first-year engineering students' attitude toward peer-tutoring. 32nd ASEE/IEEE Frontiers in Education Conference, Boston, 6–9 November.
23.
HongE.TomoffJ.WozniakE.CarterS.TophamA. (2000). Parent and student attitudes toward homework intervention and their effects on homework achievement and attitude. Paper presented at the American Educational Research Association, New Orleans, LA. April.
24.
HumphreyN. (2004). The death of the feel-good factor? self-esteem in the educational context. School Psychology International, 25, 347–360.
25.
KantanisT. (2001). Transition to Self-directed learning: Issues faced by students in adjusting to the first-year at university. Paper presented to The Eighth International Learning Conference, Spetses, Greece, July 4–8.
26.
KernC. W.FagleyN. S.MillerP. M. (1998). Correlates of college retention and GPA: Learning and study strategies, testwiseness, attitudes, and ACT. Journal of College Counseling, 1, 26–34.
27.
KnoetzeJ.BassN.SteeleG. (2005). The Raven's Coloured Progressive Matrices: Pilot norms for isiXhosa-speaking primary school learners in peri-urban Eastern Cape. South African Journal of Psychology, 35, 175–194.
28.
MalhiR. S. (2001). Importance of self-esteem. Paper presented at the International Self-Esteem and Peak Performance Conference, Hilton Petaling Jaya, June 20–22.
29.
MackintoshN. J. (1998). IQ and human intelligence. Oxford: Oxford University Press.
30.
MareeJ. G.BeckG.2004. Using various approaches in career counselling for traditionally disadvantaged (and other) learners: Some limitations of a new frontier. South African Journal of Education, 24, 80–87.
31.
MareeJ. G.ClaassenN. C. W.PrinslooW. B. J. (1997). Development of a study orientation questionnaire in mathematics (SOM). South African Journal of Psychology, 28, 101–106.
32.
MarshH. W. (1990). Causal ordering of academic self-concept and academic achievement: a multi-wave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646–656.
33.
MillsC.TissotS. (1995). Identifying academic potential in students from underrepresented populations: Is using the Ravens Progressive Matrices a good idea?Gifted Child Quarterly, 39, 209–217.
34.
MiyamotoR.HishinumaE.NishimuraS.NahuluL.AndradeN.GoebertD. (2000). Variation in self-esteem among adolescents in an Asian/Pacific-Islander sample. Personality and Individual Differences, 29, 13–25.
35.
MoellerT. (1994). What research says about self-esteem and academic performance. Education Digest, 59, 34–37.
36.
Moller-WongC.EideA. (1997). An engineering students' retention study. Journal of Engineering Education,. 86, 7–15.
37.
MzoughiT. (2000). A collaboration between Engineering, Arts and Science Faculty to ensure a better student preparation. 30th ASEE/IEEE Frontiers in Education Conference, Kansas City, October 18–21.
38.
NaglieriJ. A.BornsteinB. T. (2003). Intelligence and Achievement: Just how correlated are they?Journal of Psychoeducational Assessment, 21, 244–260.
39.
NeisserU.BoodooG.BouchardT. J.BoykinA. W.BrodyN.CeciS. J.HalpernD. F.LoehlinJ. C.PerloffR.SternbergR. J.UrbinaS. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77–101.
40.
PindJ.GunnarsdottirE. K.JohannessonH. S. (2003). Raven's Standard Progressive Matrices: new school age norms and a study of the test's validity. Personality and Individual Differences, 34, 375–386.
41.
RandY.KanielS. (1987). Group administration of the LPAD. In LidzC. (Ed.), Dynamic assessment: An Interactional approach to evaluating learning potential. New York: Guilford.
42.
RavenJ. C.CourtJ. H.RavenJ. (1977). Manual for Raven's Progressive Matrices and Vocabulary Scales. London: H. K. Lewis & Co., Ltd.
RavenJ.RavenJ. C.CourtJ. H. (1998). Manual for Raven's Progressive Matrices and Vocabulary Scales: Section 1, General Overview. Oxford: Oxford Psychologists Press Ltd.
45.
ReesN. H. (2003). The self-esteem fraud: Why feel-good education does not lead to academic success. Centre for Equal Opportunity. Retrieved 15th April 2009 from http://www.ceousa.org/self.html.
46.
SansgiryS. S.KawatkarA. A.DuttaA. P.BhosleM. J. (2004). Predictors of academic performance at two universities: the effects of academic progression. American Journal of Pharmaceutical Education, 64, 103–114.
47.
ScottI. (2008). “Failing the majority”. Mail & Guardian, 10 October, 2008, p. 15.
48.
SeabiJ. (2009). Relating identity processing styles to commitment and self-esteem among college students. Journal of Psychology in Africa, 19, 309–314.
49.
SeabiJ.CockcroftK.FridjhonP. (2009). Effects of mediated learning experience, tutor support and peer collaborative learning on academic achievement and intellectual functioning of college students. Journal of Psychology in Africa, 19, 161–168.
50.
SkuyM.RushtonP.FridjhonP.SeabiJ. (2002). Background Variables Related to IQ Test Scores and University Grades of First Year African and Non-African Engineering Students in South Africa. Paper presented at the Conference of the International Society for Intelligence Research, December 4–7.
51.
SkuyM.SeabiJ.SkuyM.FridjhonP. (2003). Relationship of intellectual functioning and personality/attitudinal variables to university grades of first year African, Indian, and white engineering students in South Africa. Conference of International Society of Intelligence Research, Long Beach, California, USA, December.
52.
SkuyM.SkuyM. (2005). Contribution of Intelligence and Cognitive-Affective Variables to University Grades among African, Indian, and White Engineering Students in South Africa. Journal of Cognitive Education and Psychology, 4, 25–46.
53.
SmithG. (2002). Survivor college style. Career World, 30, 29–31.
54.
StipekD. J. (2002). Motivation to learn: Integrating theory and practice. Boston: Allyn & Bacon.
55.
TalbotG. L. (1994). The assessment of student study skills and learning strategies to prepare teachers for academic advising tasks. ERIC Document, 372–035.
56.
TellaA. (2007). The impact of motivation on student's academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3, 149–156.
57.
TzurielD.FeuersteinR. (1992). Dynamic Group Assessment for Prescriptive Teaching. In HaywoodH.TzurielD. (Eds.), Interactive Assessment (pp. 187–206) New York: Springer.
58.
WaschullS. B.KernisM. H. (1996). Level and stability of self-esteem as predictors of children's intrinsic motivation and reasons for anger. Personality & Social Psychology bulletin, 22, 4–13.
59.
WeinsteinC. E. (1988). Assessment and training of students learning strategies. In SchmeckR. R. (Ed.), Learning Strategies and Styles (pp. 291–316). New York: Plenum.
60.
WeinsteinC. E.HusmanJ.DierkingD. R. (2000). Interventions with a focus on learning strategies. In BoekaertsM.PintrichP. R.ZeidnerM. (Eds.), Handbook of self-regulation (pp. 727–747). San Diego: Academic Press.
61.
WeinsteinC. E.PalmerD. R. (2002). LASSI User's manual (2nd ed.). Clearwater, FL: H & H Publishing.
62.
WeinsteinC. E.PalmerD. R.SchulteA. C. (1987). Learning and Study Strategies Inventory. Clearwater, FL: H & H Publishing.
63.
WigginsJ. (1994). The relationship of self-esteem to grades, achievement scores, and other factors critical to school success. School Counsellor, 41, 239.
64.
WoollacottL. C. (2003). Problem Solving: The VICTOR Method. School of Process and Materials Engineering, University of the Witwatersrand, Johannesburg.
65.
YipM. C. W. (2007). Differences in learning and study strategies between high and low achieving university students: A Hong Kong study. Educational Psychology, 27, 597–606.
66.
YipM. C. W. (2009). Differences between high and low academic achieving university students in learning and study strategies: a further investigation. Educational Research and Evaluation, 15, 561–570.
