Academic Self-Concept, Perceptions of the Learning Environment, Engagement, and Learning Outcomes of University Students: Relationships and Causal Ordering

Autor/inn/en	Guo, Jian-Peng; Yang, Ling-Yan; Zhang, Juan; Gan, Ya-Juan
Titel	Academic Self-Concept, Perceptions of the Learning Environment, Engagement, and Learning Outcomes of University Students: Relationships and Causal Ordering
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 4, S.809-828 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00705-8
Schlagwörter	College Students; Self Concept; College Environment; Learner Engagement; Academic Achievement; Skill Development; Student Satisfaction; Predictor Variables + Suchen Sie Ihr Suchwort? Collegestudent; Selbstkonzept; Hochschulumwelt; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Prädiktor
Abstract	Two studies were conducted to examine the relationships among university students' academic self-concept, perceptions of the learning environment, engagement, and learning outcomes (academic achievement, generic skills development, and learning satisfaction). Study 1 (N = 1,502) adopted a cross-sectional design and supported a model showing that engagement mediated the effects of academic self-concept and perceptions of the learning environment on generic skills development and learning satisfaction. It was also found that academic self-concept directly predicted academic achievement and generic skills and that perceptions of the learning environment directly predicted learning satisfaction. Study 2 (N = 2,069) adopted a longitudinal design involving three waves of data collection with a 1-year interval (freshman, sophomore, junior). The results of study 2 replicated the findings of study 1 and supported a reciprocal effects model showing that prior academic achievement predicted subsequent self-concept which in turn determined future achievement even with prior achievement partialed out. These findings contribute to developing a finer-grained model of higher education student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01