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Connections between learning experience, study behaviour and academic performance: a longitudinal study.
- Source :
- Educational Research; Dec2010, Vol. 52 Issue 4, p457-468, 12p, 1 Diagram, 2 Charts
- Publication Year :
- 2010
-
Abstract
- 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. [ABSTRACT FROM AUTHOR]
- Subjects :
- LEARNING
EDUCATION
ACADEMIC achievement
LONGITUDINAL method
Subjects
Details
- Language :
- English
- ISSN :
- 00131881
- Volume :
- 52
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Educational Research
- Publication Type :
- Academic Journal
- Accession number :
- 55053375
- Full Text :
- https://doi.org/10.1080/00131881.2010.524754