Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

Journal of Advanced Academics

Volumn 23, Issue 3, 2012, Pages 249-269

  McInerney, Dennis M ^a   Cheng, Rebecca Wing yi ^a   Mok, Magdalena Mo Ching ^a   Lam, Amy Kwok Hap ^a  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

academic achievement; academic self concept; direction of effect; learning strategies

Indexed keywords

EID: 84885447930     PISSN: 1932202X     EISSN: 21629536     Source Type: Journal    
DOI: 10.1177/1932202X12451020     Document Type: Article

References (47)

1. Bentler P. M., (1983). Some contributions to efficient statistics in structural models: Specification and estimation of moment structures. Psychometrika, 48, 493-517
2. Biggs J. B., (1987). The Learning Process Questionnaire (LPQ): Manual. Hawthorn, Victoria, Australia: Australian Council for Educational Research
3. Bollen K., (1989). Structural equations with latent variables. New York, NY: Wiley
4. Bond T. G., Fox C. M., (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum
5. Burnham K. P., Anderson D. R., (2002). Model selection and multimodel inference: A practical information-theoretic approach (2nd ed.). New York, NY: Springer-Verlag
6. Byrne B. M., (1988). The Self Description Questionnaire III: Testing for equivalent factorial validity across ability. Educational and Psychological Measurement, 48, 397-406
7. Chan K. W., Lai P. Y., Leung M. T., Moore P. J., (2005). Students’ goal orientations, study strategies and achievement: A closer look in Hong Kong Chinese cultural context. Asia-Pacific Education Researcher, 14, 1-26
8. Christie E., MacMullin C., (1998). What do children worry about? Australian Journal of Guidance and Counselling, 8, 9-24
9. Covington M. V., (2000). Goal theory, motivation and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200
10. Craven R. G., Marsh H. W., Burnett P. C., (2003). Cracking the self-concept enhancement conundrum: A call and blueprint for the next generation of self-concept enhancement research. In Marsh H. W., Craven R. G., McInerney D. M., (Eds.), International advances in self research (Vol. 1, pp. 91-126). Greenwich, CT: Information Age
11. Dickhäuser O., Reuter M., Hilling C., (2005). Coursework selection: A frame of reference approach using structural equation modeling. British Journal of Educational Psychology, 75, 673-688
12. Guay F., Marsh H. W., Boivin M., (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95, 124-136
13. Hair J. H., Anderson R. E., Tatham R. L., Black W. C., (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice Hall
14. Hui E. K. P., (2001). Hong Kong students’ and teachers’ beliefs on students’ concerns and their causal explanation. Educational Research, 43, 279-294
15. Kember D., Biggs J., Leung D. Y. P., (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology, 74, 261-279
16. Kember D., Leung D. Y. P., (1998). The dimensionality of approaches to learning: An investigation with confirmatory factor analysis on the structure of the SPQ and LPQ. British Journal of Educational Psychology, 68, 395-407
17. Kember D., Watkins D., (2010). Approaches to learning and teaching by the Chinese. In Bond M. H., (Ed.), The Oxford handbook of Chinese psychology (pp. 169-185). New York, NY: Oxford University Press
18. Kong L. S. Y., Westwood P., Yuen M. T., (2006). School-related worries of adolescents in Hong Kong: A single school study. Hong Kong Special Education Forum, 8, 21-41
19. Lau D. C. H., Mok M. M. C., Yan Z., (2009, November). An assessment scale for measuring primary and secondary Mathematics achievement. Paper presented at the International Conference on Primary Education 2009, The Hong Kong Institute of Education, Hong Kong
20. Lee A. Y. P., (2009, October). The English Language Ability Calibrated (ELAC) Scale. Paper presented to DSEJ, Macao Government, Macao
21. Lee S., (2007). Structural equation modeling: A Bayesian approach. New York, NY: Wiley
22. Lo L. N. K., Tsang W. K., Chung Y. P., Cheng Y. C., Sze P. M. M., Ho E. S. C., Ho M. K., (1997). A survey of the effectiveness of Hong Kong secondary school systems. Hong Kong: Chinese University of Hong Kong
23. Loehlin J. C., (2004). Latent variable models: An introduction to factor, path, and structural equation analysis (4th ed.). Mahwah, NJ: Lawrence Erlbaum
24. MacCallum R. C., Wegener D. T., Uchino B., Fabrigar L. R., (1993). The problem of equivalent models in applications of covariance structure analysis. Psychological Bulletin, 114, 185-199
25. Marsh H. W., (1990). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172
26. Marsh H. W., (1992). Self Description Questionnaire (SDQ) III: A theoretical and empirical basis for the measurement of multiple dimensions of late adolescent self-concept: A test manual and a research monograph. New South Wales, Australia: University of Western Sydney, Faculty of Education
27. Marsh H. W., Craven R. G., (1997). Academic self-concept: Beyond the dustbowl. In Phye G., (Ed.), Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 131-198). Orlando, FL: Academic Press
28. Marsh H. W., Craven R. G., (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163
29. Marsh H. W., Craven R. G., McInerney D. M., (2003). International advances in self research: Speaking to the future. In Marsh H. W., Craven R. G., McInerney D. M., (Eds.), International advances in self research (Vol. 1, pp. 3-14). Greenwich, CT: Information Age
30. Marsh H. W., Craven R. G., McInerney D. M., (2005). Introduction. In Marsh H. W., Craven R. G., McInerney D. M., (Eds.), International advances in self research (Vol. 2, pp. 3-13). Greenwich, CT: Information Age
31. Marsh H. W., Hau K. T., (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67
32. Marsh H. W., Koller O., Baumert J., (2001). Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big-fish-little-pond effect on academic self-concept. American Educational Research Journal, 38, 321-350
33. Marsh H. W., O’Neill R., (1984). Self Description Questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153-174
34. Marsh H. W., Walker R., Debus R., (1991). Subject specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology, 16, 331-345
35. McInerney D. M., Marsh H. W., Craven R. G., (2008). Self-processes, learning, and enabling human potential. In Marsh H. W., Craven R. G., McInerney D. M., (Eds.), Advances in self research (Vol. 3, pp. 3-11). Charlotte, NC: Information Age
36. Möller J., Streblow L., Pohlmann B., Koller O., (2006). An extension to the internal/external frame of reference model to two verbal and numerical domains. European Journal of Psychology of Education, 21, 467-487
37. Muthén B. O., Muthén L. K., (1998-2011). Mplus 6.12 [Computer software]. Los Angeles, CA: Author
38. O’Mara A. J., Marsh H. W., Craven R. G., Debus R. L., (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41, 181-206
39. Pintrich P. R., Marx R. W., Boyle R. A., (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199
40. Seaton M., Marsh H. W., Craven R. G., (2010). Big-fish-little-pond effect: Generalizability and moderation—Two sides of the same coin. American Educational Research Journal, 47, 390-433
41. Shavelson R. J., Hubner J. J., Stanton G. C., (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441
42. Skaalvik E. M., Skaalvik S., (2002). Internal and external frames of reference for academic self-concept. Educational Psychologist, 37, 233-244
43. Watkins D., McInerney D. M., Akande A., Lee C., (2003). An investigation of ethnic differences in the motivation and strategies for learning of students in desegregated South African schools. Journal of Cross-Cultural Psychology, 34, 189-194
44. Watkins D., McInerney D. M., Lee C., Akande A., Regmi M., (2002). Motivation and learning strategies: A cross-cultural perspective. In McInerney D. M., Van Etten S., (Eds.), Research on sociocultural influences on motivation and learning (Vol. 2, pp. 329-343). Greenwich, CT: Information Age
45. Willims J. D., (2003). Student engagement at school: A sense of belonging and participation. Paris, France: OECD
46. Wong N. Y., Lin W. Y., Watkins D., (1996). Cross-cultural validation of models of approaches to learning: An application of confirmatory factor analysis. Educational Psychology, 16, 317-327
47. Wright B. D., Masters G. N., (1982). Rating scale analysis. Chicago, IL: MESA Press