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The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance
Dissertation (MA)--University of Pretoria, 2013.
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University of Pretoria
2013
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| _version_ | 1867613505321959424 |
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| access_status_str | Open Access |
| author2 | Maree, David J.F. |
| author_browse | Maree, David J.F. |
| author_facet | Maree, David J.F. |
| collection | Thesis |
| dc_rights_str_mv | © 2012, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria |
| description | Dissertation (MA)--University of Pretoria, 2013. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/30164 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:37:12.912Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/30164 The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance Maree, David J.F. clairem.robertson@up.ac.za Robertson, Claire Michael Academic performance Executive function Cognitive ability Approaches to learning Structural equation modelling (SEM) Mediation Path analysis Academic achievement Learning strategy Learning style Learning UCTD Dissertation (MA)--University of Pretoria, 2013. Cognitive ability has a strong and important relationship with academic performance. Numerous factors, however, affect a student’s performance, including among others; learning style, or the way in which students typically receive and process information, and learning strategies, or the level at which students approach learning and studying. Current studies are, however, divided in their findings regarding the relationship between learning styles and strategies and academic performance as well as the mediatory role they may play. The study sought to investigate the role of students’ learning styles and strategies in the relationship between cognitive ability and academic performance, in order to advance an understanding of the role that they play in this relationship. The study was conducted using a correlational research design within a cognitive psychology framework. Using convenience sampling, a total of 172 university students completed cognitive tests (Raven's Progressive Matrices and the Letter-N-Back) and a learning style and strategy survey. Structural equation modelling (SEM), specifically path analysis in combination with confirmatory factor analysis (CFA), was then used to test relationships between constructs. Results from the first model suggest that higher cognitive abilities and the use of rehearsal (the surface learning strategy) each play a unique role in predicting academic performance (÷2 (67, N = 172) = 145.31, p < .001). It, in additio, seems as if various components of learning style and strategy do not predict academic performance at all. A refined model of the relationship between constructs confirmed this (÷2 (64, N = 172) = 70.51, p < .05). Learning styles along with the deep and metacognitive learning strategies were found to have no meaningful relation with academic performance. Cognitive abilities and rehearsal however were key predictors of performance. Mediation analysis further identified rehearsal as a mediator in the relationship between cognitive ability and academic performance (÷2 (65, N = 172) = 74.10, p >.05). Results show that cognitive ability indirectly affects academic performance through the surface learning strategy rehearsal). Copyright Psychology unrestricted 2013-09-07T18:10:03Z 2013-01-11 2013-09-07T18:10:03Z 2012-09-06 2013-01-11 2012-12-06 Dissertation Robertson, CM 2012, The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/30164 > F12/9/324/gm http://hdl.handle.net/2263/30164 http://upetd.up.ac.za/thesis/available/etd-12062012-122140/ © 2012, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria application/pdf University of Pretoria |
| spellingShingle | Academic performance Executive function Cognitive ability Approaches to learning Structural equation modelling (SEM) Mediation Path analysis Academic achievement Learning strategy Learning style Learning UCTD The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance |
| title | The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance |
| title_full | The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance |
| title_fullStr | The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance |
| title_full_unstemmed | The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance |
| title_short | The mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance |
| title_sort | mediating role of learning styles and strategies in the relationship between cognitive ability and academic performance |
| topic | Academic performance Executive function Cognitive ability Approaches to learning Structural equation modelling (SEM) Mediation Path analysis Academic achievement Learning strategy Learning style Learning UCTD |
| url | http://hdl.handle.net/2263/30164 http://upetd.up.ac.za/thesis/available/etd-12062012-122140/ |