Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering

Abstract

Two studies were conducted to examine the relationships among university students’ academic self-concept, perceptions of the learning environment, engagement, and learning outcomes (academic achievement, generic skills development, and learning satisfaction). Study 1 (N = 1,502) adopted a cross-sectional design and supported a model showing that engagement mediated the effects of academic self-concept and perceptions of the learning environment on generic skills development and learning satisfaction. It was also found that academic self-concept directly predicted academic achievement and generic skills and that perceptions of the learning environment directly predicted learning satisfaction. Study 2 (N = 2,069) adopted a longitudinal design involving three waves of data collection with a 1-year interval (freshman, sophomore, junior). The results of study 2 replicated the findings of study 1 and supported a reciprocal effects model showing that prior academic achievement predicted subsequent self-concept which in turn determined future achievement even with prior achievement partialed out. These findings contribute to developing a finer-grained model of higher education student learning.