Personal goals and academic achievement among theology students

Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related to academic achievement during their first three years at university. Personal project analysis was used to acquire information about first-year students' study-related personal goals and related evaluations. The evaluations were factor analysed, and three clusters of students were derived on the basis of the factors: the committed, self-fulfillers and the non-committed. The results show that students who perceived progress, were capable and had intrinsic reasons for their goals advanced more rapidly in their studies. The implication is that variation in academic achievement is at least partly a consequence of variation in orientation towards studying at the beginning of the study period.