Psychological mindedness and academic achievement of psychology students in a higher education environment

Abstract

This article aims to determine the relationship between psychological mindedness and academic achievement and whether there are differences in demographic variables in relation to both psychological mindedness and academic achievement. A crosssectional design was used and 211 undergraduate students participated. A biographic questionnaire as well as the psychological mindedness scale was administered and the academic records of the participants were drawn. The data were analysed by calculating correlations, t-tests and an analysis of variance. Although there is a correlation between academic achievement and psychological mindedness, other factors may also play a role in the academic achievement of undergraduate university students. Limitations and recommendations were indicated.