Abstract:
The main purposes of this study were examining the associations among psychosocial factors,
approaches to learning and academic achievement, determining the combined influences of psychosocial
factors and approaches to learning on academic achievement, exploring the extent to which approaches
to learning mediates the relationship between psychosocial factors and academic achievement and to find
out how trainees, trainers and deans evaluate the linkage between academic motivation and academic
achievement. Seven research questions were formulated to lead this study: 1) What are the relationships
among psychosocial factors, approaches to learning and academic achievement? 2) To what extent do
psychosocial factors and approaches to learning predict academic achievement? 3) Is there any
significant gender difference between male and female trainees in psychosocial factors, approaches to
learning and academic achievement? 4) Do approaches to learning significantly mediate the relationship
between psychosocial factors and academic achievement? 5) How do you understand the importance of
academic motivation in relation to academic achievement? 6) Do you think that academic motivation is
linked to academic achievement? and 7) What are the factors that affect academic motivation? Mixed
research approach particularly explanatory sequential design with follow-up explanation model was used
to conduct the study. Stratified random sampling, purposive sampling and census were used to select
study settings and participants. Quantitative data were collected from 372 trainees of polytechnic
colleges through a questionnaire. Qualitative data were also collected from 45 study participants (25
trainees, 15 trainers, and 5 deans) through interview. Before the main analysis, reliability and face
validity of scales and sub-scales were successfully checked. With 85% of response rate, the main analysis
was done based on 315 trainees’ (155 male and 160 female) questionnaire responses. Both descriptive
statistics and inferential statistics (Pearson correlation coefficient, independent sample t-test, multiple
regression analysis, stepwise multiple regression and mediation analysis using regression coefficients
and Sobel test) were employed to analyze the data that were collected through questionnaire and
document reviews. Description and theme development were used to present the data collected through
interview. Thus, Pearson correlation coefficient revealed statistically significant positive relationships
among psychosocial factors; approaches to learning and academic achievement. Multiple regression
analysis results showed that psychosocial factors and approaches to learning are significant predictors of
academic achievement. On the other hand, the independent sample t - test depicted that there is no
statistically significant gender difference between male and female trainees on psychosocial factors,
approaches to learning and academic achievement while statistically significant gender difference on
perceived social support and surface approach were obtained. The stepwise multiple regression analysis
results indicated that about 72.5% of variance in trainees’ academic achievement is accounted for by the
combined psychosocial factors and approaches to learning. Mediational analysis result uncovered that
approaches to learning significantly mediate the relationship between psychosocial factors and academic
achievement. The direct effect among psychoscial factors, approaches to learning and academic
achievement, and the indirect effect/mediation effect between psychosocial factors and academic
achievement were statistically significant. The result of interview also revealed that polytechnic college
trainees are less academically motivated due to different factors. On the basis of these findings
conclusions and recommendations were made. Finally, practical implications of the study and future
research directions were forwarded.