Effects of approach to learning and self-perceived overall competence on academic performance of university students

Elaine S.C. Liu; Carmen J. YE; Dannii Y. Yeung

doi:10.1016/j.lindif.2015.03.004

Effects of approach to learning and self-perceived overall competence on academic performance of university students

Elaine S.C. Liu^*, Carmen J. YE, Dannii Y. Yeung

^*Corresponding author for this work

Research output: Journal Publications › Journal Article (refereed)

12 Citations (Scopus)

Abstract

This study integrated self-perceived overall competence and approaches to learning in predicting academic motivation and performance of university students. The sample comprised 462 undergraduate students in Hong Kong, who were invited to complete a set of measurements. Results of the pathway analyses confirmed our hypothesized model. In particular, deep and surface approaches to learning directly and indirectly influenced grade point average (GPA), whereas the effect of self-perceived overall competence on GPA was fully mediated by academic motivation. The findings of this study advance the literature on higher education by revealing the importance of self-perceived overall competence on academic success.

Original language	English
Pages (from-to)	199-204
Number of pages	6
Journal	Learning and Individual Differences
Volume	39
Early online date	23 Mar 2015
DOIs	https://doi.org/10.1016/j.lindif.2015.03.004
Publication status	Published - Apr 2015
Externally published	Yes

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Keywords

Academic motivation
Academic performance
Approach to learning
Self-perceived overall competence

Cite this

Liu, E. S. C., YE, C. J., & Yeung, D. Y. (2015). Effects of approach to learning and self-perceived overall competence on academic performance of university students. Learning and Individual Differences, 39, 199-204. https://doi.org/10.1016/j.lindif.2015.03.004

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AB - This study integrated self-perceived overall competence and approaches to learning in predicting academic motivation and performance of university students. The sample comprised 462 undergraduate students in Hong Kong, who were invited to complete a set of measurements. Results of the pathway analyses confirmed our hypothesized model. In particular, deep and surface approaches to learning directly and indirectly influenced grade point average (GPA), whereas the effect of self-perceived overall competence on GPA was fully mediated by academic motivation. The findings of this study advance the literature on higher education by revealing the importance of self-perceived overall competence on academic success.

KW - Academic motivation

KW - Academic performance

KW - Approach to learning

KW - Self-perceived overall competence

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DO - 10.1016/j.lindif.2015.03.004

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JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

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Access to Document

10.1016/j.lindif.2015.03.004