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The Relationship Among Academic Self-concept, Learning Strategies, and Academic Achievement: A Case Study of National Vocational College Students in Taiwan via SEM

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Abstract

This study focuses on the effect of academic self-concept on the use of learning strategies conducive to academic achievement. Data from 407 national vocational college students in Taiwan were analyzed by structural equation modeling through the LISREL 8.80 version. The results of this study can be summarized as follows: (a) academic self-concept has a significant positive effect on deep, surface and strategic approaches, as well as academic achievement, (b) of all the learning strategies, strategic approach has a significant positive effect, and surface approach has a significant negative effect on academic achievement, and (c) strategic approach mediated a positive relationship between academic self-concept and academic achievement. Overall, these findings suggest that higher level educators may offer positive encouragement to increase students’ learning motivation, efficiency, and self-concept and assist in the development of recognition concerning self-learning and meta-cognitive skills. These findings may help students to select the best learning approaches and improve their academic performance. Implications for the design of educational models and curricula in vocational college education are also discussed.

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Author information

Authors and Affiliations

  1. Department of Finance, National Changhua University of Education, Bao-Shan Campus, 2, Shi-Da Road, Changhua City, 500, Taiwan ROC

    Bryan H. Chen & Wan-Ching Chiu

  2. Office of Physical Education, National Chiao Tung University, 1001 University Road, Hsinchu, 300, Taiwan ROC

    Chih-Chuan Wang

Authors
  1. Bryan H. Chen
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  2. Wan-Ching Chiu
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  3. Chih-Chuan Wang
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Correspondence to Chih-Chuan Wang.

Appendices

Appendix 1: Status of Higher Education in Taiwan

Higher education in Taiwan is primarily divided into two types of systems, general universities (academic oriented) and vocational colleges (practical oriented). The pools of students enrolled in these two educational systems are markedly different. Senior high school students, who are primarily concerned with general fundamental subjects, attend general universities, whereas senior (industrial) vocational high school students who are focused on practical training and pursuing a career are primarily enrolled in vocational colleges. However, the exam-oriented education system in Taiwan has driven most students to choose universities over vocational colleges. Furthermore, attending general universities is commonly considered a higher education opportunity (Lin and Wang 2011).

Vocational college has thus become a secondary choice for students. The support provided by the government to general universities doubles that given to vocational colleges. Therefore, a gap exists between these two types of higher education avenues

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Appendix 2

See Figs. 3, 4, 5 and Table 5.

Fig. 3
figure 3

Measurement model of ASCQ (Standardized coefficient),*p<.05

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Fig. 4
figure 4

Measurement model of LSQ (Standardized coefficient), *p<.05

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Fig. 5
figure 5

Measurement model of AAQ (Standardized coefficient), *p<.05

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Table 5 Index of the fit
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Chen, B.H., Chiu, WC. & Wang, CC. The Relationship Among Academic Self-concept, Learning Strategies, and Academic Achievement: A Case Study of National Vocational College Students in Taiwan via SEM. Asia-Pacific Edu Res 24, 419–431 (2015). https://doi.org/10.1007/s40299-014-0194-1

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