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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 27, 2007 - Issue 5
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Original Articles

Differences in Learning and Study Strategies between High and Low Achieving University Students: A Hong Kong study

Pages 597-606 | Published online: 26 Sep 2007

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Read on this site (24)

Amelie Rogiers, Emmelien Merchie & Hilde Van Keer. (2020) Learner profile stability and change over time: the impact of the explicit strategy instruction program “learning light”. The Journal of Educational Research 113:1, pages 26-45.
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Marta Ramon-Casas, Neus Nuño, Ferran Pons & Toni Cunillera. (2019) The different impact of a structured peer-assessment task in relation to university undergraduates’ initial writing skills. Assessment & Evaluation in Higher Education 44:5, pages 653-663.
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Amélie Rogiers, Emmelien Merchie & Hilde Van Keer. (2019) Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics. The Journal of Educational Research 112:3, pages 385-396.
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Sara Manganelli, Elisa Cavicchiolo, Luca Mallia, Valeria Biasi, Fabio Lucidi & Fabio Alivernini. (2019) The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance. Educational Psychology 39:4, pages 470-488.
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Louise Ainscough, Ellen Stewart, Kay Colthorpe & Kirsten Zimbardi. (2018) Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students. Studies in Higher Education 43:12, pages 2194-2209.
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Ángela Zamora, José Manuel Súarez & Diego Ardura. (2018) A model of the role of error detection and self-regulation in academic performance. The Journal of Educational Research 111:5, pages 595-602.
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A. Fernandez-Sainz, J. D. García-Merino & S. Urionabarrenetxea. (2016) Has the Bologna process been worthwhile? An analysis of the Learning Society-Adapted Outcome Index through quantile regression. Studies in Higher Education 41:9, pages 1579-1594.
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Alejandro Veas, Juan-Luis Castejón, Raquel Gilar & Pablo Miñano. (2015) Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables. The Journal of General Psychology 142:4, pages 273-294.
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Hoi Kwan Ning & Kevin Downing. (2015) A latent profile analysis of university students’ self-regulated learning strategies. Studies in Higher Education 40:7, pages 1328-1346.
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Zahra Jouhari, Fariba Haghani & Tahereh Changiz. (2015) Factors affecting self-regulated learning in medical students: a qualitative study. Medical Education Online 20:1.
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Cristina Rubino, Derek R. Avery, Sabrina D. Volpone & Lucy Ford. (2014) Does Teaming Obscure Low Performance? Exploring the Temporal Effects of Team Performance Diversity. Human Performance 27:5, pages 416-434.
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Michael C.W. Yip. (2012) Learning strategies and self-efficacy as predictors of academic performance: a preliminary study. Quality in Higher Education 18:1, pages 23-34.
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Hoi Kwan Ning & Kevin Downing. (2011) The interrelationship between student learning experience and study behaviour. Higher Education Research & Development 30:6, pages 765-778.
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Gallayanee Yaoyuneyong & Amy Thornton. (2011) Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities. International Journal of Fashion Design, Technology and Education 4:2, pages 127-139.
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Hoi Kwan Ning & Kevin Downing. (2010) The impact of supplemental instruction on learning competence and academic performance. Studies in Higher Education 35:8, pages 921-939.
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H.K. Ning & Kevin Downing. (2010) Connections between learning experience, study behaviour and academic performance: a longitudinal study. Educational Research 52:4, pages 457-468.
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Wendy Jayne McMillan. (2010) ‘Your thrust is to understand’ – how academically successful students learn. Teaching in Higher Education 15:1, pages 1-13.
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Pilar Gil, Elena Bernaras, Luis Maria Elizalde & Modesto Arrieta. (2009) Estrategias de aprendizaje y patrones de motivación del alumnado de cuatro titulaciones del Campus de Gipuzkoa. Journal for the Study of Education and Development 32:3, pages 329-341.
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Tony Cassidy & Melanie Giles. (2009) Achievement Motivation, Problem-solving style, and Performance in Higher Education. The Irish Journal of Psychology 30:3-4, pages 211-222.
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Frederick T. Bail, Shuqiang Zhang & Gary T. Tachiyama. (2008) Effects of a Self-Regulated Learning Course on the Academic Performance and Graduation Rate of College Students in an Academic Support Program. Journal of College Reading and Learning 39:1, pages 54-73.
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Articles from other publishers (24)

Xiangwei Mou, Yu Xin, Yongfu Song, Jinshan Xiang & Yuanbin Tang. (2023) An empirical study on learners’ learning emotion and learning effect in offline learning environment. PLOS ONE 18:11, pages e0294407.
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Haniye Mastour, Maryam Moghadasin & AmirAli Moodi Ghalibaf. (2023) Opening the Black Box of Virtual Education: Medical Students’ Learning and Study Strategies. Shiraz E-Medical Journal 24:10.
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Ruofan Jia, Rabia Bahoo, Zhendong Cai & Musarrat Jahan. (2022) The Hexaco Personality Traits of Higher Achievers at the University Level. Frontiers in Psychology 13.
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Carlton J. Fong, Megan R. Krou, Karen Johnston-Ashton, Meagan A. Hoff, Shengjie Lin & Cassandra Gonzales. (2021) LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes. Educational Research Review 34, pages 100407.
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Narges Ziaei, Marzie Shaveisi, Maryam Janatolmakan, Roya Safari Bahramani & Alireza Khatony. (2021) Relationship between Learning Approaches and Academic Performance of Dental Students: A Cross-Sectional Study in Kermanshah, Iran. Education Research International 2021, pages 1-7.
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Nan Xiao, Der Thor & Meixun Zheng. (2021) Student Preferences Impact Outcome of Flipped Classroom in Dental Education: Students Favoring Flipped Classroom Benefited More. Education Sciences 11:4, pages 150.
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Amélie Rogiers, Emmelien Merchie & Hilde Van Keer. (2021) Illuminating learning from informative texts in secondary education: A switching replication design study. Contemporary Educational Psychology 64, pages 101946.
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Amelie Rogiers, Emmelien Merchie & Hilde Van Keer. (2019) What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies. European Journal of Psychology of Education 35:2, pages 315-332.
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Raquel Gilar-Corbi, Alejandro Veas, Pablo Miñano & Juan-Luis Castejón. (2019) Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students. Frontiers in Psychology 10.
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Raquel Gilar-Corbi, Pablo Miñano, Alejandro Veas & Juan-Luis Castejón. (2019) Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students. Contemporary Educational Psychology 59, pages 101780.
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Alejandro Veas, Juan‐Luis Castejón, Pablo Miñano & Raquel Gilar‐Corbí. (2018) Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. British Journal of Educational Psychology 89:2, pages 393-411.
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Wannisa Matcha, Dragan GaševićNora'Ayu Ahmad Uzir, Jelena Jovanović & Abelardo Pardo. (2019) Analytics of Learning Strategies. Analytics of Learning Strategies.
Wannisa Matcha, Dragan Gašević, Nora’ayu Ahmad Uzir, Jelena Jovanović, Abelardo Pardo, Jorge Maldonado-Mahauad & Mar Pérez-Sanagustín. 2019. Transforming Learning with Meaningful Technologies. Transforming Learning with Meaningful Technologies 525 540 .
Alejandro Veas, Juan-Luis Castejón, Colm O’Reilly & Albert Ziegler. (2018) Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students. Journal for the Education of the Gifted 41:4, pages 369-385.
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Yaghoob Madmoli, Ahmad Aslani, Yosra Ahmadi, Mahsa Mousavi, Hamide Mashalchi, Mehdi Niksefat & Mostafa Madmoli. (2017) Study Habits and Related Factors in Students of Nursing and Midwifery College of Dezful University of Medical Sciences in 2015. Iranian Journal of Nursing Research 12:5, pages 27-34.
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Hamid Balochi, Mehdi Lesani & Hossein Motaharinejad. (2017) Development, Validity, and Reliability of a Scale for Exam Preparation Strategies Among Students. Strides in Development of Medical Education 14:1.
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Yiu-Kong Chan. (2016) Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study. Active Learning in Higher Education 17:3, pages 223-233.
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Maureen T B Drysdale, Margaret L McBeath, Kristina Johansson, Sheri Dressler & Elena Zaitseva. (2016) Psychological attributes and work-integrated learning: an international study. Higher Education, Skills and Work-Based Learning 6:1, pages 20-34.
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Daniell DiFrancesca, John L. Nietfeld & Li Cao. (2016) A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences 45, pages 228-236.
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Constantinos M. Kokkinos, Apostolos Kargiotidis & Angelos Markos. (2015) The relationship between learning and study strategies and big five personality traits among junior university student teachers. Learning and Individual Differences 43, pages 39-47.
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Juliana Beatriz Stover, Agustín Freiberg Hoffmann, Guadalupe de la Iglesia & Mercedes Fernández Liporace. (2014) PREDICTING ACADEMIC ACHIEVEMENT: THE ROLE OF MOTIVATION AND LEARNING STRATEGIES. Problems of Psychology in the 21st Century 8:1, pages 71-84.
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Kartini Abd Ghani & Susan E. Gathercole. (2013) Working Memory and Study Skills: A Comparison between Dyslexic and Non-dyslexic Adult Learners. Procedia - Social and Behavioral Sciences 97, pages 271-277.
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Pablo Miñano Pérez, Juan-Luis Castejón Costa & Raquel Gilar Corbí. (2013) An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies. The Spanish journal of psychology 15:1, pages 48-60.
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Joseph Seabi. (2011) Relating Learning Strategies, Self-Esteem, Intellectual Functioning with Academic Achievement among First-Year Engineering Students. South African Journal of Psychology 41:2, pages 239-249.
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