Self-worth, scholastic competence and approaches to learning in university students
Self-worth, scholastic competence and approaches to learning in university students

Summary/Abstract: This study seeks to analyse the relationships between students’ self-worth, perception of scholastic competence, approaches to learning and academic achievement, with a sample of 224 college students. Self-worth and perceived scholastic competence are evaluated through Self-Perception Profile for College Students: SPPCS and Student’s Approaches to Learning through the 2nd version of Inventory of Learning Processes for University Students: IPA-u. Data are subjected to Pearson correlations and a path model, using structural equation modelling, is tested. The results reveal that global self-worth and scholastic competence are positively correlated with deep strategy and academic achievement and negatively with surface strategy. Academic achievement and the self-perception of academic competence are also positively correlated with intrinsic motivation and inversely with instrumental motivation. Nevertheless, a path analysis didn’t find any mediation effects and only reveals significant path relations between self-worth and the perception of scholastic competence and of this perception and a deep approach to learning.

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