The Correlation between Learning Approaches and Academic Achievement in University Students

Kód výsledku v 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>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Correlation between Learning Approaches and Academic Achievement in University Students

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

The Correlation between Learning Approaches and Academic Achievement in University Students

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICLEL 2019 Conference Proceeding Book

ISBN

978-605-66495-7-8

ISSN

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e-ISSN

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Počet stran výsledku

9

Strana od-do

376-384

Název nakladatele

ICLEL Conferences

Místo vydání

Sakarya

Místo konání akce

Baku

Datum konání akce

9. 7. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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