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

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

• Yip, Michael C. W. Dept of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

Educational Research & Evaluation, 15(6), 561-570, 2009

Routledge

2009

• C Psychology & Learning
• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

Academic Achievement College Students Learning Research Distance Education Students Success Hong Kong University (Hong Kong, China) China Academic Performance Learning and Study Strategies University Students

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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 of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13803610903354718]

• English

Journal Articles

• 13803611

• 10.1080/13803610903354718

https://bibliography.lib.eduhk.hk/bibs/c61e46cf

2011-01-21