The Relationship Among Academic Self-concept, Learning Strategies, and Academic Achievement: A Case Study of National Vocational College Students in Taiwan via SEM

Bryan H. Chen, Wan Ching Chiu, Chih Chuan Wang

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

This study focuses on the effect of academic self-concept on the use of learning strategies conducive to academic achievement. Data from 407 national vocational college students in Taiwan were analyzed by structural equation modeling through the LISREL 8.80 version. The results of this study can be summarized as follows: (a) academic self-concept has a significant positive effect on deep, surface and strategic approaches, as well as academic achievement, (b) of all the learning strategies, strategic approach has a significant positive effect, and surface approach has a significant negative effect on academic achievement, and (c) strategic approach mediated a positive relationship between academic self-concept and academic achievement. Overall, these findings suggest that higher level educators may offer positive encouragement to increase students’ learning motivation, efficiency, and self-concept and assist in the development of recognition concerning self-learning and meta-cognitive skills. These findings may help students to select the best learning approaches and improve their academic performance. Implications for the design of educational models and curricula in vocational college education are also discussed.

Original languageEnglish
Pages (from-to)419-431
Number of pages13
JournalAsia-Pacific Education Researcher
Volume24
Issue number2
DOIs
Publication statusPublished - 2015 Jun 15

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vocational college
self-concept
learning strategy
academic achievement
Taiwan
student
learning motivation
learning
educator
curriculum
efficiency
performance
education

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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