Does Optimism, Epistemic Beliefs and Problem-Solving Skills Influence Learners’ Attainment in Accounting Concepts?

Abstract

This study investigated the influence of optimism, epistemic beliefs, and problem-solving skills on learners’ attainment in Accounting concepts. The survey design of a descriptive type was adopted to elicit responses from 300 senior secondary school students in selected five secondary schools in a university town. Research instruments such as optimism and problem-solving skills questionnaires were adapted from Batool (2009), while Schraw, Bendixen and Dunkle’s (2002) ‘Epistemic Beliefs Inventory’ and the Financial Accounting Multiple Choice Questions (FAMCQ) were used to collect data from the selected senior secondary school students. The data were subjected to simple regression analysis. The results show that there is a combined influence of optimism, epistemic beliefs, problem solving on senior students’ academic achievement (R = 0.364). The research recommended that Accounting teachers should infuse optimism, epistemic beliefs, and problem-solving concepts in the Accounting curriculum of their schools.

Keywords

• optimism
• epistemic beliefs
• problem-solving skills
• accounting concept
• learners’ achievement