The relationships among personality, learning approaches, major satisfaction, self-efficacy, and academic success: a longitudinal approach

Research evidence indicates that academic success and continued participation in higher education studies are influenced by the first year student experience (Huntly & Donovan, 2009). Academic success implies having a clear career related goal. Students who are decided regarding their future career goals tend to display a greater motivation to achieve academically. For example, students who are satisfied with their major field of study and feel confident in their abilities typically experience high academic success (Nauta, 2007). This study extends previous research by integrating psychological and vocational constructs to develop greater insight into factors that impact on academic success beyond first year. The main aim of this study was to investigate the relationships among personality, learning approaches, general self-efficacy, major satisfaction, and academic success over time