Abstract
A revised version of the Learning and Study Strategies Inventory was used to examine the relation of study strategies with academic performance of 100 Hong Kong university students. Analysis indicated the high academic-achieving group differed significantly from the low academic-achieving group in terms of intrinsic disposition factors of motivation, scheduling, concentration, and selecting main ideas. Copyright © 2002 SAGE.
| Original language | English |
|---|---|
| Pages (from-to) | 338-340 |
| Journal | Psychological Reports |
| Volume | 90 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Feb 2002 |