Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis

A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achieve...

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Bibliographic Details
Published in:World journal of education 2018-04, Vol.8 (2), p.114
Main Authors: Ilhan Beyaztaş, Dilek, Göçer-Şahin, Sakine
Format: Article
Language:English
Subjects:
Academic Achievement
College Entrance Examinations
Foreign Countries
Grades (Scholastic)
High School Students
Independent Study
Learning Strategies
Path Analysis
Predictive Validity
Scores
Statistical Analysis
Structural Equation Models
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Summary:A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017academic year were used. As a result of the research, the most important factor affecting the success of universityentrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, theyfall by using surface learning approaches. It was detected that the use of the strategic learning approach reducesuniversity entrance exam scores.
ISSN:1925-0746
1925-0754
DOI:10.5430/wje.v8n2p114