Study Skills, Self-Concept, and Academic Achievement

Abstract

Summ~y.-This study investigated the relationships between study skills. self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

Learning strategies and self-efficacy as predictors of academic performance: a preliminary study

“…Overall, the general patterns of results in the present study confirmed that study strategies and academic performance are significantly related and are good predictors of academic success. These results are in line with literature in both eastern (Yip, 2007(Yip, , 2009Yip & Chung, 2002, 2005 and western cultures (Allen, Lerner & Hinrichsen, 1972;Gadzella & Williamson, 1984;Caballos & Esteban, 1988;Entwistle, 1998;Diseth & Martinsen, 2003). Therefore, working hard on how to improve one's learning and study strategies seems to be a good way to enhance one's academic performance.…”

“…Previous researchers clearly demonstrate that one of the important predictors of students' academic performance is the study strategies or motives (Allen et al, 1972;Goldman & Warren, 1973;Biggs, 1976;Gadzella & Williamson, 1984;Caballos & Esteban, 1988;Entwistle, 1998;Weinstein et al, 2000;Yip & Chung, 2002, 2005Diseth & Martinsen, 2003;Yip, 2007Yip, , 2009. For example, from their research study, Allen et al (1972), based on the self-reported studying behaviours of students, found that time management is a good predictor of the academic performance (grade-point average, GPA) of students.…”

“…Nonetheless, a general consensus among educational researchers in the field has evolved. Essentially, the concept of 'study strategy' should consist of a variety of behaviours and activities, such as note-taking, organising information, scheduling, concentrating ability, personal motivation and ways of mentally storing information (Gadzella & Williamson, 1984;Weinstein & Mayer, 1986;Weinstein, 1988;Minnaert & Janssen, 1992). Moreover, educational researchers believe that a successful set of study strategies should consider the following four factors: nature of the tasks; nature of the materials; cognitive and affective characteristics of students; and motivation (Armbruster & Anderson, 1981;Entwistle & Waterston, 1988;Albaili, 1997).…”

Interrelationships among students' study activities, self‐concept of academic ability, and achievement as a function of characteristics of high‐school biology courses

“…In line with the results from other investigations, self-concept of academic ability was found to significantly predict students' achievement (Brookover, 1987;Gadzella and Williamson, 1984;Mboya, 1989;Wilhite, 1990). Further, selfconcept of academic ability was found to be positively associated with student engagement in the specific study activity dimensions found to be related to academic achievement Wilhite, 1990).…”

An investigation of student teachers' study strategies with respect to certain variables

“…They examined issues such as the learning and study strategies used by high and low achievers, or whether the students use different strategies in different courses, and the differences between these strategies (Biggs, 1976;Goldman & Warren, 1973). Many of these researchers state that differences in study strategies stem from students' personal characteristics (Allen, Lerner, & Hinrichsen, 1972;Caballos & Esteban, 1988;Gadzella & Williamson, 1984). In sum, an important relationship was established between the differences in students' study strategies and their school success.…”