An overview of my dissertation submitted today:
Over the last nine decades, Academic Performance has been under scrutiny to help underpin what individual differences determine better performance. Research into Instruction Following and its role in Academic Performance seems unrecognized and underdeveloped. One construct enabling better Instruction Following is known to be high Self-Efficacy however, the relationship is reciprocal and therefore more constructs must further aid Self-Efficacy to better Instruction Following. Reflective Thinking, which breaks down intro Habitual Action, Understanding, Reflection and Critical Thinking, seems to interact with Self-Efficacy and Academic Performance so it seems vital to explore the interaction between Self-Efficacy, Instruction Following and Reflective Thinking. The aim of the current study was to see whether splitting Self-Efficacy into two groups, high or low, with Reflective Thinking scores would significantly predict Instruction Following. Participants from the University of Birmingham were recruited in an online study and completed three questionnaires: Reflection, Non-adherence to Instructions and Self-Efficacy. Non-adherence to Instructions was tested to see the predictions from Habitual Action, Understanding, Reflection, Critical Thinking and Self-Efficacy. Reflective Thinking does predict Non-Adherence to Instructions, first explored by Phan (2009) but only in those with high Self-Efficacy. Understanding was the most significant predictor of Non-Adherence to Instructions out of the Reflective Thinking constructs, for those with high Self-Efficacy. In past research, Reflective Thinking also correlates highly with Academic Performance; therefore further exploration from the current study, is needed with an Instruction Following measure to identify further interactions with Academic Performance.