Self-esteem and achievement motivation as determinants of students’ approaches to studying

Abouserie, Reda

doi:10.1080/03075079512331381770

Cited by 90Learning Styles and Cognitive DifferencesEvaluation of Teaching PracticesEducation, Achievement, and Giftedness

Self-esteem and achievement motivation as determinants of students’ approaches to studying

Abouserie, Reda·1995·Studies in Higher Education

DOI 10.1080/03075079512331381770

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Abstract

The study examines students' self-esteem and achievement motivation, and their relationship with approaches to studying and levels of processing. The study sample consisted of 135 undergraduate students and results revealed that students' self-esteem and achievement motivation have significant correlations with various subscales of two learning styles inventories. The regression analysis using self-esteem and achievement motivation as independent variables together with the correlation analysis suggests that self-esteem makes a positive contribution to students' scores on deep processing, and a negative contribution to their scores on reproducing orientation, improvidence and globetrotting Achievement motivation contributes positively to students' scores on achieving orientation, meaning orientation and methodical study. The results therefore suggest that students' personality variables in general and self-esteem and achievement motivation in particular, have a substantial influence on their approaches to study and to levels of processing.

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Individuals with lower self confidence or self-efficacy are less likely to adopt deep learning approaches and evaluate information critically.
“Individuals with lower self confidence or self-efficacy are less likely to adopt deep learning approaches and evaluate information critically [38], so may also need structured support to engage with the literature fully.”
From Perceptions of scientific research literature and strategies for reading papers depend on academic career stage (2017) · cites this paper as [38]

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Academic motivation, sleep quality, and exercise frequency in university students: A cross-sectional study
Kabak, S. (2026) · ROL Spor Bilimleri Dergisi · doi:10.70736/jrolss.2284

Authors: Abouserie, R.
Affiliations: University of Wales (GB)
Corresponding author: Abouserie, Reda
Venue: Studies in Higher Education
Publisher: Informa UK Limited
Published: 1995-01
Volume: 20
Issue: 1
Pages: 19-26
ISSN: 0307-5079 (ISSN-L)
1470-174X
DOI: 10.1080/03075079512331381770
OpenAlex: W2036092436
Cited by: 90
References: 20
Citations by year: 2026: 2 · 2025: 2 · 2024: 1 · 2023: 4 · 2022: 3 · 2021: 6 · 2020: 7 · 2019: 3 · 2018: 4 · 2017: 10 · 2016: 1 · 2015: 3 · 2014: 4 · 2013: 2 · 2012: 2
FWCI: 3.77
Type: journal article
Language: en
Open access: closed
Locations: Studies in Higher Education (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords: self-esteem, achievement motivation, approaches to studying, levels of processing, deep processing, surface processing, learning styles, personality and learning, undergraduate students

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Self-esteem and achievement motivation as determinants of students’ approaches to studying

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