The relationship between personality-environment (P-E) fit factor and academic achievement on Malaysian university cognitive sciences students

• Main Author: Kong,, Wai Teng.
• Format: Final Year Project Report
• Language: English
• Published: Universiti Malaysia Sarawak, UNIMAS 2009
• Subjects: Q Science (General)
• Online Access: http://ir.unimas.my/id/eprint/6968/1/Kong%20Wai%20Teng%20ft.pdf; http://ir.unimas.my/id/eprint/6968/

This research is conducted to study the issue of placement of Cognitive Sciences students in a Public Higher Education Institute regarding the P-E fit and other factors (background of stream of study, interest, student‟s preference, and entering GP) with the academic achievement. Respondents in this research are Cognitive Sciences student in a university range from first year to final year (n=70, male =10, female =60). Holland Personality-Environment (P-E) fit factor is the backbone of this research. Previous researches suggested P-E fit contribute to one‟s achievement and satisfaction. In this research, other factors (student‟s preference, and entering GP) were tested too. Quantitative method is employed in order to calculate the correlation of predictor (factors) to academic achievement (criterion). Findings showed there are no significant correlation between P-E fit factor and academic achievement for both Western context (r=-.156, p> .05)and Malaysia context (r=-.152, p> .05). Findings showed only entering GP has significant correlation with academic achievement (r= .257, p< .05). Therefore, only the fourth hypothesis (There is no significant correlation between entering GP with the academic achievement for Cognitive Sciences in a Public Higher Education Institute in Malaysia) was rejected and supported by previous researcher. Majority of the findings (P-E fit factor, and student‟s preference) were contradicting with previous researchers. Addition researches need to be carried out in order to collect more data for this sample to the similar issue. This research can be duplicated in conjunction to other potential factors that might correlate with academic achievement of Cognitive Sciences student.