Correlation between academic performance with self-directed learning, academic environment and self-esteem among undergraduate students
DOI:
https://doi.org/10.18203/2394-6040.ijcmph20250602Keywords:
Academic environment, Academic performance, Self-directed learning, Self-esteemAbstract
Background: Academic performance could be affected by many factors, including external and internal factors. Limited studies have yet been conducted to correlate academic performance with other variables, especially in Malaysia. This study aimed to determine the relationship between academic achievement and self-directed learning, academic environment, and self-esteem among undergraduate students at Universiti Malaysia Sarawak.
Methods: 505 students participated in the cross-sectional-correlation study, and data were collected using a self-administered questionnaire. The collected data were analysed using Pearson's Moment Correlation and Multiple Linear Regression analysis.
Results: The results showed that perceived academic performance was significantly correlated with gender, self-directed learning, academic environment, and self-esteem (p<0.05) but not with age, family size, and time spent on social networking (p>0.05). The Multiple Linear Regression analysis identified perceived self-directed learning (β=0.258), gender (β=0.323) and perceived academic environment (β=0.146) as significant predictors of academic performance.
Conclusions: The study concludes that self-directed learning, academic environment, and self-esteem are interrelated with academic performance, but their individual impact needs further investigation. The findings suggest that universities should create a supportive academic environment and promote self-directed learning to enhance students' academic performance.
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References
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