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Self-worth, scholastic competence and approaches to learning in university students
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Orientador(es)
Resumo(s)
This study seeks to analyse the relationships between students’ self-worth, perception
of scholastic competence, approaches to learning and academic achievement, with a
sample of 224 college students. Self-worth and perceived scholastic competence are
evaluated through Self-Perception Profile for College Students: SPPCS and Student’s
Approaches to Learning through the 2nd version of Inventory of Learning Processes for
University Students: IPA-u. Data are subjected to Pearson correlations and a path
model, using structural equation modelling, is tested. The results reveal that global
self-worth and scholastic competence are positively correlated with deep strategy and
academic achievement and negatively with surface strategy. Academic achievement
and the self-perception of academic competence are also positively correlated with
intrinsic motivation and inversely with instrumental motivation. Nevertheless, a path
analysis didn’t find any mediation effects and only reveals significant path relations
between self-worth and the perception of scholastic competence and of this perception
and a deep approach to learning.
Descrição
Palavras-chave
SAL (Student’s approaches to learning) Higher education Slf-esteem Scholastic competence Academic achievement
Contexto Educativo
Citação
Barros, A., & Duarte, A. (2016). Self-worth, scholastic competence and approaches to learning in university students. Journal of Psychological and Educational Research, 24(2), 37-57.