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

Abstract

Background. 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,

The relationship between affective factors and the academic achievement of students at the University of Venda

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Relationship between Motivation, Academic Self-concept and Academic Achievement amongst Students at a Ghanaian Technical University

“…In a study to investigate the relationship between self-beliefs, academic background and achievement of adolescent AsianAmerican students in post-secondary education (House 1997), academic self-concept was found to be a significant predictor of Asian-American students' subsequent academic performance. In another study, academic self-concept was found to be directly and significantly related to the deep rather than the surface learning approach (Drew and Watkins 1998).…”

“…According to Drew and Watkins (1998), self-concept is a psychological construct which refers to a cluster of ideas and attitudes an individual holds about himself/herself. Mwamwenda (1995) regards self-concept as a person's way of perceiving himself/herself and may be either positive or negative.…”

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