Anticipation competency in the system of personal predictors of academic achievements in university students

Abstract

The theoretical substantiation of inclusion in the number of psychological characteristics considered as predictors of academic achievements, indicators of students’ anticipation competency, is given. The model of students’ anticipation competency as a resource of early coping with the learning process difficulties is described. The data of the empirical research are given, the purpose of which is to reveal the contribution of components of students’ anticipation competency as constituents of the personal resources system to the academic achievements in university students. The sample includes 276 senior students. To determine the indicators of the students’ anticipation competency, the AS-VUZ-2 questionnaire was used; to determine the personal variables, the scores of the Generalized Self-Efficacy Scale (R.Schwarzer, M.Jerusalem, adaptation by V.В.Romek), the Life Orientation Test (С.S.Carver, M.F.Scheier, adaptation by T.O.Gordeeva, O.A.Sychev, E.N.Osin), the Purpose-in-Life Orientations Test (J.S.Crambaugh, L.T.Maholick, adaptation by D.A.Leontiev), the Hardiness Survey Test (S.Maddi, adaptation by D.A.Leontiev. E.I.Rasskazova) and the State-Trait-Anxiety-Inventory Scales (Ch.D.Spielberger, adaptation by Yu.I.Khanin) were used. The Academic Performance Index is the average grade point (GPA). The regression analysis was used to process the data. The research results were presented. The significant positive predictors of academic achievements in university students include anticipation competency components are: foresight that is a characteristic reflecting the subject’s inclination to exercise effective concern for the future, creating resources for a successful activity in a more or less distant future; self-regulation in educational activity that is a characteristic reflecting the ability to adequately assess the requirements of the educational process and own capabilities. Moreover, the number of significant positive predictors of academic achievement includes indicators reflecting the subject’s confidence to control the circumstances of own life, and personal anxiety. The number of significant negative predictors includes an indicator reflecting satisfaction with self-realization and an indicator reflecting the willingness to take risks to acquire new experience.