Non-cognitive Skills as Influencing Factors to the Academic Success of the BS Psychology Graduates: Basis for Classroom Intervention

Conference: The Asian Conference on Education (ACE2022)
Title: Non-cognitive Skills as Influencing Factors to the Academic Success of the BS Psychology Graduates: Basis for Classroom Intervention
Stream: Higher Education
Presentation Type: Oral Presentation
Authors:
Romain Magboo, De La Salle Lipa, Philippines

Abstract:

The study focuses on the importance of academic self-efficacy and study habits as non-cognitive factors affecting students' academic performance and long-term achievement. Specifically, the study aims to describe and examine how non-cognitive skills play a pivotal role in academic success through the RPM licensure examination results of psychology graduates. The research output will serve as a viable input for classroom management intervention. This quantitative study, anchored on the Self-Efficacy Theory of Bandura (1998, 2012), used the Descriptive –Correlational research design for 132 psychology students using total population sampling. The Academic Self-Efficacy Scale (Gafoor & Ashraf 2006), Study Habits Survey (sass.queensu.ca 2013), and licensure board exam results were sources of data. Pearson Correlation Coefficient, ANOVA, and Chi-Square test were used to analyze and interpret the data. The results showed that the perceived academic self-efficacy of the respondents is low compared to their study habits, with an average to a very high level. The academic self-efficacy and the study habits of the respondents showed an inverse relationship with a low to moderate association level. Both skills could be independent since they have an efficacy-activated process. The perceived academic self-efficacy and study habits are related to the licensure performance depending on the performance per subject. The lower performance ratings are specifically linked to perceived academic self-efficacy. The high-performing scores, in contrast, are connected to study habits such as selecting main ideas, exam writing, and time management. With the given results, academic self-efficacy and study habits both contributed significantly to academic progress.

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