The Correlation between Learning Approaches and Academic Achievement in University Students

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73596776" target="_blank" >RIV/61989592:15410/19:73596776 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Result language
angličtina
Original language name
The Correlation between Learning Approaches and Academic Achievement in University Students
Original language description
The aim of this study was to analyse the relationships between learning approaches and academic achievement. The data were obtained by means of two questionnaires: the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and the Academic Achievement Questionnaire (AAQ). The research sample consisted of 710 university students (mean age = 22.61, SD = 4.173, range 19-55 years) of whom 116 were male (mean age = 23.34, SD = 3.578, range = 19-42) and 594 were female (mean age = 22.47, SD = 4.268, range = 19-55). The results suggested that the total score of academic achievement and subscale scores were positively correlated with the deep approach and its subcomponents, and negatively correlated with the surface approach and its subcomponents. The demographic and study characteristics of the participants (gender, study year, type and form of study, and special educational needs) do not affect the relationship between learning approaches and academic achievement.
Czech name
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Czech description
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Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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