Academic Self-Concept and Learning Decision of Undergraduates

Abstract

The issues of academic self-concept and learning strategy had been extensively explored in the past decade. The purpose of this research is to discuss the fuzzy relationship for academic self-concept and learning strategy. We apply structural equation model to analysis the systematic relation. The results show that academic self-concept has significant difference on deep learning strategy. While academic self-concept has negative effect on surface learning strategy. Moreover, professional self-concept plays an important effect on learning strategy. Future study may consider using Fuzzy Structural Equation Model to analyzing more complex cases and samples with fuzzy data.