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ERIC Number: EJ870766
Record Type: Journal
Publication Date: 2009-Oct
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0729-4360
The Impact of Academic Self-Concept, Expectations and the Choice of Learning Strategy on Academic Achievement: The Case of Business Students
Rodriguez, Carlos M.
Higher Education Research and Development, v28 n5 p523-539 Oct 2009
This study provides evidence of the impact of two critical self-regulation components--academic self-concept and outcome expectations--on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self-concept theory is the framework for the analysis of students' motivations and learning behaviors. Path analysis suggests that high academic self-concept favors engagement in complex cognitive effort, deep learning strategies and self-reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student's academic performance. High academic expectations favor students' selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students' academic self-concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed. (Contains 3 tables and 2 figures.)
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