The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory - LASSI, to probe into the relationship. Results found that (1) there were clear differences to the learning and study strategies used by high school students with high academic performance, and those with low academic performance; (2) all the three components (Will; Self-regulation and Skill) were equally important to differentiate high academic achieving high school students from low academic achieving high school students within the strategic model of learning; and (3) a numbers of learning and study strategies were effectively predicting the academic performance of the high school students. All of these result patterns confirm that learning and study strategies used by high academic achievers and low academic achievers as well as the components used to predict students’ academic performance in the high school setting are quite different from the patterns revealed in the tertiary education sector. Copyright © 2013 Taylor & Francis.
|Early online date||May 2013|
|Publication status||Published - Dec 2013|
CitationYip, M. C. W. (2013). Learning strategies and their relationships to academic performance of high school students in Hong Kong. Educational Psychology, 33(7), 817-827.
- Academic performance
- Learning and study strategies
- High school students