Differences between High and Low Academic Achieving University Students in Learning and Study Strategies: A Further Investigation

Autor/in	Yip, Michael C. W.
Titel	Differences between High and Low Academic Achieving University Students in Learning and Study Strategies: A Further Investigation
Quelle	In: Educational Research and Evaluation, 15 (2009) 6, S.561-570 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	College Students; Academic Achievement; Foreign Countries; Learning Strategies; High Achievement; Low Achievement; Cognitive Style; Distance Education; Student Characteristics; Questionnaires; Anxiety; Student Attitudes; Student Motivation; Evaluation Methods; Scheduling; Study Habits; Information Skills; Test Wiseness; Hong Kong; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Collegestudent; Schulleistung; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterdurchschnittliche Leistung; Cognitive styles; Kognitiver Stil; Distance study; Distance learning; Fernunterricht; Fragebogen; Angst; Schülerverhalten; Schulische Motivation; Disposition; Study behavior; Study behaviour; Studienverhalten; Informationskompetenz; Orientierungswissen; Hongkong
Abstract	Following up on the general framework of the research study of Yip (2007), this article sets out a similar research question, investigating the differences between high and low academic achieving Hong Kong university students based on their different learning and study strategies. In this study, we recruited 100 university students who pursued their degrees using the distance-learning mode to participate by completing a revised Chinese version of the Learning and Study Strategies Inventory (LASSI; Weinstein, Zimmermann, & Palmer, 1988). Results further confirmed that there were important differences between the different study strategies of university students with high academic achievement and those with low academic achievement, even in a distance-learning context. Finally, we observed that two components within the model of strategic learning (Weinstein, Husman, & Dierking, 2000)--"will" and "self-regulation" components--were even more important in differentiating high academic achieving students from low academic achieving students than the other relevant studies. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10