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Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering

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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.

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Acknowledgements

We thank Yu-Mei Wang for her assistance and advice on an earlier version of the current manuscript. We also thank anonymous reviewers for their valuable comments and advice.

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Authors and Affiliations

  1. Institute of Education, Xiamen University, Xiamen, China

    Jian-Peng Guo

  2. School of Sociology and Anthropology, Xiamen University, Xiamen, China

    Ling-Yan Yang

  3. Institute of Education, Tsinghua University, Beijing, China

    Juan Zhang

  4. Academic Affairs Office, Xiamen University, Xiamen, China

    Ya-Juan Gan

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  1. Jian-Peng Guo
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Correspondence to Ling-Yan Yang.

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Guo, JP., Yang, LY., Zhang, J. et al. Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering. High Educ 83, 809–828 (2022). https://doi.org/10.1007/s10734-021-00705-8

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