Title
Effects of approach to learning and self-perceived overall competence on academic performance of university students
Document Type
Journal article
Source Publication
Learning and Individual Differences
Publication Date
4-1-2015
Volume
39
First Page
199
Last Page
204
Publisher
Pergamon Press
Keywords
Academic Motivation, Academic Performance, Approach to Learning, Self-Perceived Overall Competence
Abstract
This study integrated self-perceived overall competence and approaches to learning in predicting academic motivation and performance of university students. The sample comprised 462 undergraduate students in Hong Kong, who were invited to complete a set of measurements. Results of the pathway analyses confirmed our hypothesized model. In particular, deep and surface approaches to learning directly and indirectly influenced grade point average (GPA), whereas the effect of self-perceived overall competence on GPA was fully mediated by academic motivation. The findings of this study advance the literature on higher education by revealing the importance of self-perceived overall competence on academic success.
DOI
10.1016/j.lindif.2015.03.004
Print ISSN
10416080
E-ISSN
18733425
Funding Information
This study was supported by research fund from the Department of Applied Social Sciences at City University of Hong Kong.
Publisher Statement
Copyright © 2015 Elsevier Inc. All rights reserved.
Access to external full text or publisher's version may require subscription.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Liu, E. S. C., Ye, C. J., & Yeung, D. Y. (2015). Effects of approach to learning and self-perceived overall competence on academic performance of university students. Learning and Individual Differences, 39, 199-204. doi: 10.1016/j.lindif.2015.03.004
