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ERIC Number: EJ974070
Record Type: Journal
Publication Date: 2012-Aug
Pages: 21
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1932-202X
Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement
McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap
Journal of Advanced Academics, v23 n3 p249-269 Aug 2012
This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A posited the effect of academic self-concept on learning strategies, whereas Model B posited the effect of learning strategies on academic self-concept. Structural equation modeling indicated that the data fit both models adequately, although Model B was found to have more applied heuristic value for practitioners than Model A because intervention is easier for learning strategies than self-concept. Further investigation also supported the reciprocal relationship between academic self-concept and academic achievement. The findings suggest that academic self-concept, learning strategies, and academic achievement have reciprocal relationships with each other. (Contains 4 figures and 6 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong