Intrapersonal and interpersonal characteristics as predictors of academic achievement of selected College of Arts and Sciences honor graduates in Cavite State University from A.Y. 2007 to 2011 /
by Christine Joy V. Rosales.
- Indang, Cavite : Cavite State University- Main Campus, 2012.
- viii, 90 pages : illustrations ; 28 cm
Theses (Bachelor of Science in Psychology) Cavite State University.
Includes bibliographical references.
College of Arts and Sciences (CAS), Department of Social Sciences and Humanities. College of Arts and Sciences (CAS), Department of Social Sciences and Humanities.
ROSALES, CHRISTINE JOY V., Intrapersonal and _ Interpersonal Characteristics as Predictors of Academic Achievement of Selected College of Arts and Sciences Honor Graduates in Cavite State University from A.Y. 2007 to 2011. Undergraduate Thesis. Bachelor of Science in Psychology. Cavite State University. April 2012. Thesis Adviser: Ms. Alma Fatima Reyes.
This research was conducted to determine the intrapersonal and interpersonal characteristics of the honor graduates that influenced their attained academic achievements. It specifically aimed to sought out the: 1) intrapersonal characteristics of the respondents in terms of personal characteristics (age, gender, and birth order), self-esteem level, and learning style; 2) the interpersonal characteristics in terms of family characteristics (family size, parents’ occupation and employment status, monthly family income, parents’ educational attainment, and parenting style), and peer attachment level; 3) the academic achievements of the honor graduates; 4) the relationship of the intrapersonal characteristics with academic achievement and interpersonal characteristics with academic achievement; and 5) the predictors of academic achievement in terms of the intrapersonal and interpersonal characteristics presented.
The researcher made use of the descriptive-correlational design. Through availability sampling technique, the respondents were 39 of the honor graduates from academic years 2007 to 2011. The instruments that were used were Personal Data Sheet, Rosenberg’s Self-Esteem Scale, Grasha-Reichmann Student Learning Style Scales,Parenting Style Questionnaire and Inventory of Peer Attachment. The data gathered were Statistically treated by the statistician using mean, frequency, percentage, standard deviation, chi-square test, pearson product moment coefficient, spearman rank order correlation coefficients and multiple regression analysis.
Results revealed that most of the honor graduates in this research were females aging 20 years when they graduated who were mostly the middle children in their family. The honor graduates have high self-esteem and they preferred the participant learning style.
Majority of the respondents were in a family of five, with mothers who were in general unemployed, and fathers who were employed and were acting as the breadwinners in their family. The monthly family income of the honor graduates were from P 16,000 to P25,000. Their parents were mostly high school graduates who were perceived by the respondents as very high authoritarian, low authoritative and high indulgent parents. The honor graduates were also found to have high levels of peer attachment.
Results also revealed that the intrapersonal characteristic of the respondents in terms of gender and the interpersonal characteristics in terms of their mother’s occupation and employment status, monthly family income and their parents’ educational attainment were significantly related with academic achievement.
Finally, this research showed that among the factors introduced, only the monthly family income was identified as a predictor of academic achievement.