A revised version of the Learning and Study Strategies Inventory was used to examine the relation of study strategies with academic performance of 100 Hong Kong university students. Analysis indicated the high academic-achieving group differed significantly from the low academic-achieving group in terms of intrinsic disposition factors of motivation, scheduling, concentration, and selecting main ideas.
Get full access to this article
View all access options for this article.
References
1.
AllenG. J.LernerW. M.HinrichsenJ. J. (1972) Study behaviors and their relationships to test anxiety and academic performance. Psychological Reports, 30, 407–410.
2.
ArmbrusterB. B.AndersonT. H. (1981) Research synthesis on study skills. Educational Leadership, 39, 154–156.
3.
CaballosA. M.EstebanA. (1988) Study skills and problem-solving strategies in Spanish students. School Psychology International, 9, 147–150.
4.
EntwistleN.WaterstonS. (1988) Approaches to studying and levels of processing in university students. British Journal of Educational Psychology, 58, 258–265.
5.
GadzellaB. M.WilliamsonJ. D. (1984) Study skills, self-concept, and academic achievement. Psychological Reports, 54, 923–929.
6.
KemberD.GowL. (1990) Cultural specificity of approaches to study. British Journal of Educational Psychology, 60, 356–363.
7.
LauS. (1992) Collectivism's individualism: value preference, personal control, and the desire for freedom among Chinese in Mainland China, Hong Kong, and Singapore. Personality and Individual Differences, 13, 361–366.
8.
MinnaertA.JanssenP. (1992) Success and progress in higher education: a structural model of studying. British Journal of Educational Psychology, 62, 184–192.
9.
WeinsteinC. E.ZimmermannS. A.PalmerD. R. (1988) Assessing learning strategies: the design and development of the LASSI. In WeinsteinC. E.GoetzE. T.AlexanderP. A. (Eds.), Learning and study strategies: issues in assessment, instruction, and evaluation. San Diego, CA: Academic Press. Pp. 25–40.
10.
YipM. C. W.ChungO. L. L. (2001) The relationship of study strategies and academic performance in different learning phases: matriculation period vs university stage. (Unpublished manuscript, Open Univer. of Hong Kong)
