Differences between high and low academic achieving university students in learning and study strategies: A further investigation

Research output: Contribution to journalArticle

Abstract

Following up on the general framework of the research study of Yip (2007), this article sets out a similar research question, investigating the differences between high and low academic achieving Hong Kong university students based on their different learning and study strategies. In this study, we recruited 100 university students who pursued their degrees using the distance-learning mode to participate by completing a revised Chinese version of the Learning and Study Strategies Inventory (LASSI; Weinstein, Zimmermann, & Palmer, 1988). Results further confirmed that there were important differences between the different study strategies of university students with high academic achievement and those with low academic achievement, even in a distance-learning context. Finally, we observed that two components within the model of strategic learning (Weinstein, Husman, & Dierking, 2000) - will and self-regulation components - were even more important in differentiating high academic achieving students from low academic achieving students than the other relevant studies. Copyright © 2009 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)561-570
JournalEducational Research and Evaluation
Volume15
Issue number6
DOIs
Publication statusPublished - Dec 2009

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university
learning
distance learning
student
academic achievement
self-regulation
Hong Kong
Group

Citation

Yip, M. C. W. (2009). Differences between high and low academic achieving university students in learning and study strategies: A further investigation. Educational Research and Evaluation, 15(6), 561-570.

Keywords

  • Academic performance
  • Learning and study strategies
  • University students