Academic self-concept and learning strategies: Direction of effect on student academic achievement

Dennis Michael MCINERNEY, Wing Yi Rebecca CHENG, Magdalena Mo Ching MOK, Kwok Hap Amy LAM

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34 Citations (Scopus)

Abstract

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. Copyright © 2012 The Author(s).
Original languageEnglish
Pages (from-to)249-269
JournalJournal of Advanced Academics
Volume23
Issue number3
DOIs
Publication statusPublished - Aug 2012

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Citation

McInerney, D. M., Cheng, R. W.-y., Mok, M. M. C., & Lam, A. K. H. (2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics, 23(3), 249-269.

Keywords

  • Academic self-concept
  • Learning strategies
  • Academic achievement
  • Direction of effect