This study examines the effects of academic self-concept and learning strategies and their direction of effect in predicting academic achievement of 8,354 students from 16 secondary schools in Hong Kong. ASDQ and the LPQ are utilized. Two competing models are tested to ascertain the direction of effect. SEM suggests that depicting learning strategies as predictors mediated through academic self-concept is more heuristic. This model indicates that deep strategies has fully mediated effects on English achievement through English self-concept and partially mediated effects on mathematics achievement through both deep and surface learning. Surface learning has a partially (negative) mediated effect on English achievement through English self-concept and a partially (negative) mediated effect on mathematics achievement through both English and mathematics self-concept.
|Publication status||Published - Apr 2011|