What matters to the achievement of academically disadvantaged students? An investigation of academic self-concept, perceived control and approaches of learning as predictors

Abstract

To find ways to enhance the learning of academically disadvantaged students across mainstream and vocational education settings is of increasing concern to researchers and practitioners. Based on Biggs' 3P learning model, the present study tested the predictive roles of three important psychological variables, namely academic self-concept, perceived control and approaches to learning in affecting academic achievement of low-achieving Chinese secondary students in vocational education. Results showed that compared to approaches to learning and perceived control, academic self-concept was the most significant variable predicting academic achievement of vocational students. In addition, the predictive relation between academic self-concept and academic achievement appeared to be subject-specific (e.g., English self-concept is a better predictor of English achievement compared with math self-concept). Taking consideration of both the low-achievement background and low subject-specific self-concept of vocational students, academic self-concept enhancement interventions are highlighted and discussed in relation to the pivotal role of positive academic self-concept in learning achievement and other desirable educational outcomes.