Students' self-worth protection and approaches to learning in higher education: Predictors and consequences

The aim of this study was to test a process model of students' learning in higher education, linking anxiety, course experience (positive and negative), self-worth protection (SWP) (self-handicapping, defensive expectations, reflectivity), student approach to learning (SAL) (deep/surface), and...

Full description

Saved in:
Bibliographic Details
Published in:Higher education 2018-07, Vol.76 (1), p.163-181
Main Authors: Cano, Francisco, u.a
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Analysis
Anxiety
Behavior Patterns
Cognitive Style
College Freshmen
College students
Correlation
Defensive pessimism
Education
Educational Experience
Expectation
Expectations
First year students
Higher Education
Learning
Learning strategies
Prediction
Predictor variables
Self Concept
Self esteem
Self handicapping
Selfworth
Student Behavior
Student motivation
Student needs
Studentenschaft
Students
Studiendauer
Studienerfolg
Studienverhalten
University students
Validity
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The aim of this study was to test a process model of students' learning in higher education, linking anxiety, course experience (positive and negative), self-worth protection (SWP) (self-handicapping, defensive expectations, reflectivity), student approach to learning (SAL) (deep/surface), and achievement. Path and bootstrap analyses of data from 899 first-year university students showed that anxiety significantly predicted all SWP strategies and that positive course experience negatively predicted defensive expectations, whereas negative course experience was linked to higher levels of self-handicapping and reflectivity. Deep approach was linked negatively to self-handicapping and positively to reflectivity, whereas surface approach was associated positively with both self-handicapping and defensive expectations. Finally, deep approach positively predicted achievement and partially mediated the effect of self-handicapping on achievement. These findings support the validity of linking SWP with SAL and demonstrate meaningful connections between these and the anxiety and course experience of students. Implications for theory and practice are discussed. (HRK / Abstract übernommen).
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-017-0215-0