Students' Academic Performance and Various Cognitive Processes of Learning: An Integrative Framework and Empirical Analysis

Autor/in	Phan, Huy Phuong
Titel	Students' Academic Performance and Various Cognitive Processes of Learning: An Integrative Framework and Empirical Analysis
Quelle	In: Educational Psychology, 30 (2010) 3, S.297-322 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Learning Theories; Self Efficacy; Academic Achievement; Program Effectiveness; Cognitive Processes; Guidelines; Goal Orientation; Self Esteem; College Freshmen; Measures (Individuals); Likert Scales; Multivariate Analysis; Mastery Learning; Gender Differences + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Self-efficacy; Selbstwirksamkeit; Schulleistung; Cognitive process; Kognitiver Prozess; Richtlinien; Zielorientierung; Zielvorstellung; Self-esteem; Selbstaufmerksamkeit; Studienanfänger; Messdaten; Likert-Skala; Multivariate Analyse; Geschlechterkonflikt
Abstract	The main aim of this study is to test a conceptualised framework that involved the integration of achievement goals, self-efficacy and self-esteem beliefs, and study-processing strategies. Two hundred and ninety (178 females, 112 males) first-year university students were administered a number of Likert-scale inventories in tutorial classes. Data were analysed through structural equation modelling procedures. The results provided support, in part, for the hypothesised relationships; for example, both self-efficacy and self-esteem exerted positive effects on deep processing, and academic performance was influenced positively by mastery goals and deep processing. Similarly, surface processing exerted a negative effect on academic performance. One key finding was the positive effect that self-esteem exerted on self-efficacy. Finally, a one-way MANOVA indicated statistically significant differences between men and women in their self-esteem; women reported higher self-esteem than men. This study provides support for the amalgamation of key motivational and learning theories and accentuates the importance of achievement goals, self-efficacy and study-processing strategies as possible mediators of students' academic performance. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10