Prediction of Academic Achievement in Dominican Students: Mediational Role of Learning Strategies and Study Habits and Attitudes toward Study

Autor/inn/en	Reyes, Betty; Jiménez-Hernández, David; Martínez-Gregorio, Sara; De los Santos, Saturnino; Galiana, Laura; Tomás, José M.
Titel	Prediction of Academic Achievement in Dominican Students: Mediational Role of Learning Strategies and Study Habits and Attitudes toward Study
Quelle	In: Psychology in the Schools, 60 (2023) 3, S.606-625 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reyes, Betty) ORCID (Jiménez-Hernández, David) ORCID (Martínez-Gregorio, Sara) ORCID (Galiana, Laura) ORCID (Tomás, José M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22780
Schlagwörter	Prediction; Academic Achievement; Learning Strategies; Study Habits; Age Differences; Gender Differences; Learner Engagement; Student Attitudes; Correlation; Foreign Countries; Secondary School Students; Dominican Republic + Suchen Sie Ihr Suchwort? Vorhersage; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Study behavior; Study behaviour; Studienverhalten; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Schülerverhalten; Korrelation; Ausland; Sekundarschüler; Dominikanische Republik
Abstract	School or academic achievement is a relevant topic of study, as it is evidence of the learning achieved by the student. This study aims to explore a model explaining academic achievement while testing the mediator role of learning strategies, study habits and study attitudes. Research design was correlational. 1712 Dominican students from 12 to 20 years old (52.75% female) were sampled through cluster sampling. Data was recruited with a set of validated questionnaires, including measures of academic achievement (marks), learning strategies, study habits, and attitudes toward studies, school engagement, and academic support. Structural Equation Modeling was used to establish and test the mediational model. Main results show that learning strategies and study habits and attitudes play a mediator role between background variables as age, gender, cognitive or behavioral engagement, and students' academic achievement. Learning strategies and study habits play a central role in achieving a good academic performance, by mediating the effects of academic support and school engagement. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01