File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Affective variables, learning approaches and academic achievement: a causal modeling investigation with Hong Kong tertiary students

TitleAffective variables, learning approaches and academic achievement: a causal modeling investigation with Hong Kong tertiary students
Authors
Issue Date1998
PublisherThe British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm
Citation
British Journal of Educational Psychology, 1998, v. 68 n. 2, p. 173-188 How to Cite?
AbstractBackground. Academic learning outcomes are believed to be influenced by a complex system that involves the interaction of student personality characteristics and learning processes. Yet to date there have been few studies, particularly in a non-western culture, which have examined the interrelationships between these variables and their causal effects on achievement outcomes. Aims. This study aims to investigate the interrelationships of affective variables, learning approaches and academic achievement. It was hypothesised that academic causal attributions and academic self-concept affected the learning approaches the students adopted and subsequently influenced achievement outcomes. Sample. The participants were 162 male and female Hong Kong Chinese university students who enrolled in first year full-time Nursing, Radiography, and Language and Communication courses. Their average age was 20 years. Methods. Measures of academic causal attributions, academic self-concept, learning approaches and academic achievement were obtained. Structural equation modelling (SEM) techniques were used to test the relationships among the variables. Results. It was shown that as predicted, both academic causal attributions and academic self-concept influenced academic achievement indirectly via students' learning approaches. Locus of control was significantly and negatively related to the surface approach to studying while academic self-concept had a positive significant influence on the deep approach. Both the surface and the deep approaches to studying showed significant direct effects on academic achievement. Conclusions. The findings supported the theoretical notion that personality variables influence students' learning processes and subsequently their academic achievement. The findings also lend support to attributional retraining, self-concept enhancement interventions and development of self-regulated learning strategies to improve different aspects of student learning.
Persistent Identifierhttp://hdl.handle.net/10722/222853
ISSN
2015 Impact Factor: 2.0
2015 SCImago Journal Rankings: 1.304

 

DC FieldValueLanguage
dc.contributor.authorDrew, PY-
dc.contributor.authorWatkins, D-
dc.date.accessioned2016-02-05T02:14:41Z-
dc.date.available2016-02-05T02:14:41Z-
dc.date.issued1998-
dc.identifier.citationBritish Journal of Educational Psychology, 1998, v. 68 n. 2, p. 173-188-
dc.identifier.issn0007-0998-
dc.identifier.urihttp://hdl.handle.net/10722/222853-
dc.description.abstractBackground. Academic learning outcomes are believed to be influenced by a complex system that involves the interaction of student personality characteristics and learning processes. Yet to date there have been few studies, particularly in a non-western culture, which have examined the interrelationships between these variables and their causal effects on achievement outcomes. Aims. This study aims to investigate the interrelationships of affective variables, learning approaches and academic achievement. It was hypothesised that academic causal attributions and academic self-concept affected the learning approaches the students adopted and subsequently influenced achievement outcomes. Sample. The participants were 162 male and female Hong Kong Chinese university students who enrolled in first year full-time Nursing, Radiography, and Language and Communication courses. Their average age was 20 years. Methods. Measures of academic causal attributions, academic self-concept, learning approaches and academic achievement were obtained. Structural equation modelling (SEM) techniques were used to test the relationships among the variables. Results. It was shown that as predicted, both academic causal attributions and academic self-concept influenced academic achievement indirectly via students' learning approaches. Locus of control was significantly and negatively related to the surface approach to studying while academic self-concept had a positive significant influence on the deep approach. Both the surface and the deep approaches to studying showed significant direct effects on academic achievement. Conclusions. The findings supported the theoretical notion that personality variables influence students' learning processes and subsequently their academic achievement. The findings also lend support to attributional retraining, self-concept enhancement interventions and development of self-regulated learning strategies to improve different aspects of student learning.-
dc.languageeng-
dc.publisherThe British Psychological Society. The Journal's web site is located at http://www.bps.org.uk/publications/jEP_1.cfm-
dc.relation.ispartofBritish Journal of Educational Psychology-
dc.rightsReproduced with permission from [journal name] © The British Psychological Society [year]-
dc.titleAffective variables, learning approaches and academic achievement: a causal modeling investigation with Hong Kong tertiary students-
dc.typeArticle-
dc.identifier.emailWatkins, D: hrfewda@hkucc.hku.hk-
dc.identifier.doi10.1111/j.2044-8279.1998.tb01282.x-
dc.identifier.hkuros32696-
dc.identifier.volume68-
dc.identifier.issue2-
dc.identifier.spage173-
dc.identifier.epage188-
dc.publisher.placeUnited Kingdom-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats