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ERIC Number: EJ963607
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1353-8322
Learning Strategies and Self-Efficacy as Predictors of Academic Performance: A Preliminary Study
Yip, Michael C. W.
Quality in Higher Education, v18 n1 p23-34 2012
Empirical research supports the idea that differences in academic performance among students are largely due to their different learning and study strategies. The strategies, in turn, affect the self-efficacy of the students. Two hundred university students were recruited to participate in this study by completing a revised Chinese version of the Learning and Study Strategies Inventory, on examining the extended relationship among the three components. Two major findings are observed. First, there were important differences among different study strategies used by university students with high academic achievement and those with low academic achievement. Second, the variable of self-efficacy was equally important to differentiate high academic-achieving students from low academic-achieving students at the university level. (Contains 2 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:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory