Predicting academic attainment in a biomedical common year 1 course

Abstract

This research assessed psycho-educational factors linked to academic achievement in a biomedical year 1 programme. It was hypothesized that grade achievement could be explained by psycho-educational measures. Students who completed their biosciences assessment participated in a survey capturing grade information and perceptions of motivational beliefs, quality of life, stress and competitiveness. A hierarchical multiple regression was conducted using four blocks: demographic information, competitiveness, quality of life, and motivation. A total of 339 students (response rate = 25%) participated in the research. In Block 4, academic attainment was explained by contentiousness, psychological health, self-efficacy and test anxiety. The findings indicated that students with high levels of contentiousness and test anxiety attained lower grades while students with high levels of psychological health and self-efficacy attain high grades. This cohort is under immense pressure that inculcates a culture of competitiveness which strains the harmony of the learning environment affecting academic achievement.