Connections between learning experience, study behaviour and academic performance: A longitudinal study

Connections between learning experience, study behaviour and academic performance: A longitudinal study

• Ning, H. K. Institutional Analysis Group, City University of Hong Kong
• Downing, Kevin Institutional Analysis Group, City University of Hong Kong

Educational Research, 52(4), 457-468, 2010

Routledge

2010

• C 教學心理學

Learning Students Education Academic Achievement Longitudinal Method Cross-Lagged Reciprocal Effects Learning Experience Structural Equation Modelling Study Behaviour

• Hong Kong

• 1997.7 onwards

• 專上教育

Background: Whilst past studies have established the joint influence of student learning experience and study behaviour on academic achievement, few attempts have been made to determine their causal ordering in a longitudinal framework.
Purpose: This study explored the reciprocal relationship between learning experience and study behaviour, and examined their relative impact on university students' academic performance.
Sample: Participants were 396 undergraduate students from a university in Hong Kong (191 men, 205 women).
Design and methods: Students' learning experience and study behaviour were evaluated using the Course Experience Questionnaire (CEQ) and the Learning and Study Strategies Inventory (LASSI). A two-wave cross-lagged structural model was constructed to examine the reciprocal effects between learning experience and study behaviour measured over a 12-month period.
Results and conclusions: The findings showed that after controlling for previous academic achievement, student learning experience measured at Time 1 exerted significant influence on study behaviour measured at Time 2, and study behaviour measured at Time 1 also exerted significant impact on learning experience at Time 2. Both constructs were significantly predictive of current academic performance.
Conclusions: Results from this study outlined linkages between learning experience and study behaviour in influencing academic achievement. As the current study is based on students from a single university, further studies with different student populations are recommended. The implications of fostering motivation and enhancing university learning experience are discussed.
[Copyright of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00131881.2010.524754]

• 英文

期刊論文

• 00131881

• 10.1080/00131881.2010.524754

https://bibliography.lib.eduhk.hk/tc/bibs/9688364f

2010-12-24