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 | |
| 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
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Effects of approach to learning and self-perceived overall competence on academic performance of university students. / Liu, Elaine S.C.; YE, Carmen J.; Yeung, Dannii Y.
In: Learning and Individual Differences, Vol. 39, 04.2015, p. 199-204.Research output: Journal Publications › Journal Article (refereed)
TY - JOUR
T1 - Effects of approach to learning and self-perceived overall competence on academic performance of university students
AU - Liu, Elaine S.C.
AU - YE, Carmen J.
AU - Yeung, Dannii Y.
PY - 2015/4
Y1 - 2015/4
N2 - 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.
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
UR - http://www.scopus.com/inward/record.url?scp=84955197258&partnerID=8YFLogxK
UR - https://commons.ln.edu.hk/sw_master/7545
U2 - 10.1016/j.lindif.2015.03.004
DO - 10.1016/j.lindif.2015.03.004
M3 - Journal Article (refereed)
VL - 39
SP - 199
EP - 204
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
ER -