Activities and academic achievement among college students

Activities and academic achievement among college students

• Cheung, Chau Kiu Dept. of Applied Social Studies, City University of Hong Kong
• Kwok, Siu Tong Dept. of History, Chinese University of Hong Kong

Journal of Genetic Psychology, 159(2), 147-162, 1998

Psychology Press

1998

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Learning-Strategies High-School Middle-School Self-Reports Performance Motivation Outcomes Grades Involvement Experiences

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

According to self-regulated learning theory, the activities of studying and using learning strategies, which reflect self-regulated learning, promote academic achievement. In contrast, a student's participation in other activities may not produce positive effects. In the present study, structural equation modeling was used to test these hypotheses in a sample of 593 full-time, Ist-year undergraduates in Hong Kong. The results indicated that studying and using elaborative learning strategy were positively related to the student's self-assessed learning. Studying was also related positively to the expected grade point average. These results provide some support for self-regulated learning theory. Relationships between other activities and self-assessed learning were negative and nonsignificant; relationships between other activities and expected GPA were mixed.
[Copyright of Journal of Genetic Psychology is the property of Psychology Press . Full article may be available at the publisher's website: http://dx.doi.org/10.1080/00221329809596142 ]

• English

Journal Articles

• 00221325

• 10.1080/00221329809596142

https://bibliography.lib.eduhk.hk/en/bibs/1c05f6fa

2010-11-24