Psychological mindedness and academic achievement of psychology students in a higher education environment

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Date
2011Author
Beets, Soretha
Nienaber, Alida
Botha, Karel
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English: This article aims to determine the relationship between psychological mindedness
and academic achievement and whether there are differences in demographic variables
in relation to both psychological mindedness and academic achievement. A crosssectional
design was used and 211 undergraduate students participated. A biographic
questionnaire as well as the psychological mindedness scale was administered and the
academic records of the participants were drawn. The data were analysed by calculating
correlations, t-tests and an analysis of variance. Although there is a correlation between
academic achievement and psychological mindedness, other factors may also play a role
in the academic achievement of undergraduate university students. Limitations and
recommendations were indicated. Afrikaans: Die doel van hierdie studie is om die verwantskap tussen psigologiese indagtigheid en
akademiese prestasie te bepaal en ook of daar verskille is in die demografiese veranderlikes
in verhouding tot beide psigologiese indagtigheid en akademiese prestasie. ’n Dwarsdeursnit-
ontwerp is gebruik en 211 voorgraadse studente het deelgeneem. ’n Biografiese
vraelys sowel as die “psychological mindedness scale” is afgeneem, en die akademiese
rekords van die deelnemers is getrek. Die data is ontleed deur die berekening van korrelasies,
t-toetse en ’n analise van variansie. Alhoewel daar ‘n korrelasie tussen akademiese prestasie
en psigologiese indagtigheid is, kan ander faktore ook ’n rol in die akademiese prestasie
van voorgraadse studente speel. Beperkinge en aanbevelings is aangedui.