Learning Style, Academic Self-concept and Academic Achievement / 中国临床心理学杂志

ABSTRACT

Objective: To explore the relationships among learning style, academic self-concept and academic achievement. Methods: In this research we employed scale of learning style and scale of academic self-concept to survey 609 middle-school students and primary students, and explored the relationships among learning style, academic self-concept and academic achievement. Results: ①Academic self-concept has correlation with academic achievement between 0.079 and 0.321; ②Different learning style students have differences in academic achievement; ③Different learning style students have significant differences in mathematical self-concept and academic self-concept total; ④Learning style and academic self-concept have significant predictive effect on academic achievement in total, mathematical achievement and Chinese achievement. Conclusion: Learning style and academic self-concept have effect on academic achievement and have significant predictive effect.