IMPACT OF SELF-EFFICACY AND LEARNING APPROACHES ON ACHIEVEMENT CONTROLLING FOR DEMOGRAPHIC VARIABLES

Abstract

Educational executives, instructors and future employers aspire students to use the Deep Approach to learning as it inculates a deeper and enduring understanding of the course content. Leading the student to problem solving skills and tools is important for being creative rather than imitative. Three instruments were administered to 829 Turkish undergraduates in order to collect data on their nationality, age, parents' education, Academic Self-Efficacy and Learning Approaches. Age and students' mothers' education levels were found to have a significant positive direct effect on Academic Self-Efficacy, and while Academic Self-Efficacy was found to have a positive direct effect on the Deep Approach usage, students' mothers' education level was found to have a negative direct effect. The use of the Deep Approach did not have a direct significant effect on course grade, whereas high Academic Self-Efficacy was found to significantly predict the attainment of a higher course grade.