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ERIC Number: EJ1156742
Record Type: Journal
Publication Date: 2017-Nov
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-1560
Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students
Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir
Higher Education: The International Journal of Higher Education Research, v74 n5 p757-774 Nov 2017
Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade point average (GPA)) amongst 428 first-year university students. Deep and strategic learning approaches positively predicted GPA, and a mediation analysis showed that the strategic learning approach also partly mediated the effect between deep learning approach and GPA. Less procrastination was associated with a strategic learning approach, but procrastination tendencies did not predict GPA. Recommendations are made for educating new students in cognitive and meta-cognitive strategies, helping reduce their procrastination and facilitating the use of deep and strategic learning approaches.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A