ABSTRACT

In modern society, academic success is closely associated with achievement. In order to help students realise their potential, it is essential to understand the factors that promote academic success. The research literature indicates several factors that are associated with academic success, including learning strategies, self-direction, and social involvement. Little attention has been paid to the differential effect that these factors may have on students with different personality traits and levels of ability. The present study examined the learning, self-management, and social learning strategies of 199 second-year undergraduate students, and the relationship between these strategies and their grades over a period of two and a half years. In addition, the personality characteristics and aptitude of the students were also assessed. The findings indicated a correlation of self-management strategies and those associated with the learning environment with grades, and highlighted the importance of social strategies in certain situations. The theoretical implications of the findings and their practical implications for guiding and assisting students are discussed.

摘要

在现代社会，学业成功与成就密切相关。为了帮助学生发挥潜力，了解促进学业成功的因素至关重要。研究文献指出了与学业成功相关的几个因素，包括学习策略、自我指导和社会参与。很少有人注意到这些因素可能对具有不同性格特征和能力水平的学生产生的不同影响。本研究考察了 199 名本科二年级学生的学习、自我管理和社交学习策略，以及这些策略与他们在两年半时间内的成绩之间的关系。此外，还对学生的性格特征和能力进行了评估。研究结果表明自我管理策略和与学习环境相关的策略与成绩之间存在相关性，并强调了社交策略在某些情况下的重要性。讨论了研究结果的理论意义及其对指导和帮助学生的实际意义。