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oa Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - Deugde en karaktersterktes as voorspellers van akademiese prestasie

 

Abstract

Die doel van hierdie studie was om empiriese data rakende die verhouding tussen akademiese prestasie en Peterson en Seligman (2004) se deugde wysheid en kennis te verskaf terwyl daar vir intelligensie gekontroleer word. Die karaktersterktes kreatiwiteit, nuuskierigheid, onbevooroordeeldheid, liefde vir leer en wysheid of perspektiefneming word met hierdie twee deugde geassosieer (Peterson en Seligman 2004). Die deelnemers was almal geregistreerde voorgraadse universiteitstudente en die steekproef het bestaan uit 147 deelnemers, van wie 36 manlik was en 111 vroulik. Pearson se produk-momentkorrelasie-koëffisiente het 'n statisties beduidende positiewe verband tussen nuuskierigheid, onbevooroordeeldheid, liefde vir leer en akademiese prestasie aangedui. Oop gesindheid (r = 0,425) het die sterkste verband met akademiese prestasie gehad. Toe die vyf karaktersterktes by intelligensie in 'n hiërargiese meervoudige regressie-ontleding gevoeg is, het al vyf voorspellers 28,6% van die variansie in akademiese prestasie verklaar. Peterson en Seligman (2004) se deugde wysheid en kennis het 22,3% van die variansie in akademiese prestasie verklaar. Die meervoudige regressie-ontleding het dus bewyse verskaf dat wysheid en kennis wel voorspellers van akademiese prestasie kan wees. Alhoewel die invloed van geslag op akademiese prestasie onduidelik is, is dié faktor nie in hierdie studie in berekening gebring nie. Die studie het verder beperkte veralgemeningswaarde, aangesien dit slegs op voorgraadse studente gefokus het. Dit is ook belangrik om daarop te let dat die konstrukte wat gemeet is, moeilik is om te konseptualiseer. Hierdie studie kan egter 'n eenvoudige raamwerk verskaf vir toekomstige studies in die veld van positiewe sielkunde en akademiese prestasie. 'n Begrip van die rol van deugde en hul bypassende karaktersterktes kan bydra tot die evaluering van studente-motivering en -potensiaal en die ontwikkeling van sielkundige intervensies binne die Suid-Afrikaanse opvoedkundige konteks. Toekomstige studies kan oorweeg word om die effek van geslag te ondersoek en meetinstrumente van wysheid te gebruik wat meer toepaslik is vir 'n jonger ouderdomsgroep.


This study aimed at providing empirical data on the relationship between academic achievement and Peterson and Seligman's (2004) virtues of wisdom and knowledge while controlling for intelligence. Specific character strengths, namely creativity, curiosity, open-mindedness, love of learning, and perspective (also known as wisdom) are associated with these two virtues (Peterson and Seligman 2004). The participants were all registered undergraduate students and the sample consisted of 147 participants, 36 of whom were male and 111 female. Pearson's product-moment correlation coefficients indicated a statistically significant positive relationship between curiosity, open-mindedness, love of learning and academic achievement. Open-mindedness (r = 0,425) was found to have the strongest relationship to academic achievement. When the five character strengths were added to intelligence in a hierarchical multiple regression analysis, all predictors explained 28,6% of the variance in academic achievement. Peterson and Seligman's (2004) virtues of wisdom and knowledge explained 22,3% of the variance in academic achievement. Therefore the multiple regression analysis produced evidence that a statistically significant predictive relationship exists between wisdom and knowledge and academic achievement. Although the correlation between gender and academic achievement is unclear, this factor was not taken into account in this study. The study also has limited generalisability due to its focus on undergraduate students. It is also important to note that most of the constructs that were measured are difficult to conceptualise. This study can, however, provide a basic framework for future studies relating to the area of positive psychology and academic achievement. An understanding of the role of virtues and their associated character strengths can contribute to the assessment of student motivation and potential and the development of psychological interventions within the South African educational context. Future studies could include examining the effect of gender and utilising measurement instruments for wisdom that are more appropriate for a younger age range.

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/content/litnet/8/1/EJC62279
2011-01-01
2016-12-06
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