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ERIC Number: EJ883244
Record Type: Journal
Publication Date: 2010-May
Pages: 26
Abstractor: As Provided
Reference Count: 108
ISBN: N/A
ISSN: ISSN-0144-3410
Students' Academic Performance and Various Cognitive Processes of Learning: An Integrative Framework and Empirical Analysis
Phan, Huy Phuong
Educational Psychology, v30 n3 p297-322 May 2010
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.)
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A