Learning strategies and their relationships to academic performance of high school students in Hong Kong

Learning strategies and their relationships to academic performance of high school students in Hong Kong

• Yip, Michael C. W. Open University of Hong Kong

Educational Psychology, 33(7), 817-827, 2013

Routledge

2013

• C Psychology & Learning
  • CB Psychology of Learning
• C Psychology & Learning
  • CC Motivation of Learning

Academic Performance Learning and Study Strategies High School Students University-Students Psychology

• Hong Kong

• 1997.7 onwards

• Secondary Education

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 of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2013.794493]

• English

Journal Articles

• 01443410

• 10.1080/01443410.2013.794493

https://bibliography.lib.eduhk.hk/bibs/d557e68b

2014-12-22