Examining the relationships among background variables and academic performance of first year accounting students at an Irish University

Byrne, M. and Flood, B. (2008) Examining the relationships among background variables and academic performance of first year accounting students at an Irish University. pp. 202-212. ISSN 07485751 (ISSN)

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Abstract

The study reported on in this paper examined the associations among prior academic achievement, prior knowledge of accounting, gender, motives, expectations and preparedness for higher education and academic performance in the first year of an accounting program at an Irish university. Data regarding the background variables were gathered using a questionnaire and examination marks were used to as measures of academic performance. Results indicate a significant association among prior academic achievement, prior knowledge of accounting, and students' academic performance. Additionally, students' confidence in their skills and abilities, perceptions regarding the role of university in career development, positive prior experiences of learning accounting, and a desire to experience intellectual growth are all significant variables in explaining variation in first year academic performance. Interestingly, the opportunity provided by university to broaden one's horizons (motive) and a willingness to ask for help from lecturers (preparedness) were found to be negatively associated with performance. © 2009 Elsevier Ltd. All rights reserved.

Item Type: Article
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Uncontrolled Keywords: Academic performance; Expectations; Motives; Preparedness for higher education
Depositing User: National Forum
Date Deposited: 30 Nov 2015 15:31
Last Modified: 30 Nov 2015 15:31
URI: http://eprints.teachingandlearning.ie/id/eprint/1900

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