Fenollar Pedro, Román Sergio, Cuestas Pedro J
University of Murcia, Spain.
Br J Educ Psychol. 2007 Dec;77(Pt 4):873-91. doi: 10.1348/000709907X189118.
The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education.
The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of achievement goals, self-efficacy and class size on academic performance are hypothesized to be direct and indirect through study strategies.
Participants were 553 students of different faculties from a university in Spain.
Pre-existing scales were used to develop the questionnaire. Questionnaires were group-administered in 21 classes during the first 2 weeks of May (i.e. about 1 month before the final examination). At the end of the academic year, students' grades were obtained from professors of each course.
Data were analysed through structural equation modelling. The results of the structural model provided support for most of the hypothesized relationships. Achievement goals and self-efficacy had no direct effects on performance, but results from the model comparison suggested that a mediational model provided a better fit to the data.
Our study provides support for the key mediational role of study strategies in the effect of achievement goals and self-efficacy on academic performance. Self-efficacy seems to have the strongest indirect effect on performance. Mastery goals play a key role increasing deep processing and effort, and in turn affecting performance. Academic performance tends to diminish with increasing class size.
学业成绩的预测与解释以及与学生学业成功和坚持相关因素的调查是高等教育中极其重要的话题。
本研究的主要目的是在大学背景下开发并测试一个概念框架，其中假设成就目标、自我效能感和班级规模对学业成绩的影响是直接的，并且通过学习策略产生间接影响。
参与者是来自西班牙一所大学不同学院的553名学生。
使用现有的量表来编制问卷。问卷于5月的前两周在21个班级中进行集体施测（即期末考试前约1个月）。在学年结束时，从每门课程的教授那里获取学生的成绩。
通过结构方程模型对数据进行分析。结构模型的结果为大多数假设关系提供了支持。成就目标和自我效能感对成绩没有直接影响，但模型比较的结果表明，中介模型与数据拟合得更好。
我们的研究为学习策略在成就目标和自我效能感对学业成绩的影响中所起的关键中介作用提供了支持。自我效能感似乎对成绩有最强的间接影响。掌握目标在增加深度加工和努力方面起着关键作用，进而影响成绩。学业成绩往往随着班级规模的增加而下降。
