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Autor/inn/en | Guo, Jian-Peng; Yang, Ling-Yan; Zhang, Juan; Gan, Ya-Juan |
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Titel | Academic Self-Concept, Perceptions of the Learning Environment, Engagement, and Learning Outcomes of University Students: Relationships and Causal Ordering |
Quelle | In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 4, S.809-828 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-1560 |
DOI | 10.1007/s10734-021-00705-8 |
Schlagwörter | College Students; Self Concept; College Environment; Learner Engagement; Academic Achievement; Skill Development; Student Satisfaction; Predictor Variables |
Abstract | Two studies were conducted to examine the relationships among university students' academic self-concept, perceptions of the learning environment, engagement, and learning outcomes (academic achievement, generic skills development, and learning satisfaction). Study 1 (N = 1,502) adopted a cross-sectional design and supported a model showing that engagement mediated the effects of academic self-concept and perceptions of the learning environment on generic skills development and learning satisfaction. It was also found that academic self-concept directly predicted academic achievement and generic skills and that perceptions of the learning environment directly predicted learning satisfaction. Study 2 (N = 2,069) adopted a longitudinal design involving three waves of data collection with a 1-year interval (freshman, sophomore, junior). The results of study 2 replicated the findings of study 1 and supported a reciprocal effects model showing that prior academic achievement predicted subsequent self-concept which in turn determined future achievement even with prior achievement partialed out. These findings contribute to developing a finer-grained model of higher education student learning. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |