THE RELATIONSHIP BETWEEN STUDENT’S APPROACHES TOWARD LEARNING AND ACADEMIC ACHIEVEMENT IN THE CHINESE CONTEXT

Abstract

This study examined the relationship between Chinese high school students’ approaches toward learning and their academic achievements. Participants consisted of 14,021 eleventh graders from an eastern province in China. They took the National Standardized Test in three subject areas: Chinese language, mathematics, and English language. The total score was used as an indicator of their academic achievement. Students’ approaches toward learning were measured in three aspects: self-confidence in learning, learning interests, and study habits. Questionnaires of self-confidence in learning and learning interests were adapted from PISA 2006 and PISA 2012. Study habits were measured with the questionnaire adapted from Academic Adjustment Inventory (AAT). The Pearson correlation and hierarchical linear regression results showed that the dimensions of students’ approaches toward learning weresignificantly related to academic achievements. Results of analysis of variance after the control of student gender and socioeconomic status suggested that the top 25% of students in dimensions of approaches toward learning scored significantly higher than the bottom 25% of students with small effect sizes in their performance on the final examinations. This study suggests that helping students build good approaches toward learning may improve their academic achievements. Educators are recommended to put more effort into helping students cultivate learning confidence and developing interests in learning. Classroom teachers are advised to guide students in fostering good study habits and make study plans.