Examining the Relationship of Study Skills with Academic Achievement of University Students: The Moderating Influence of Academic Self Concept

Abstract

This study examined how academic self-concept influences the relationship between study skills and academic achievement among university students, utilizing a sample of 300 students selected through convenient sampling. The variables in the study were assessed through the Study Skills Questionnaire (McCombs, Barbara, Ecbrovolnv, & Jacqueline, 1980) and the Academic Self-Concept Scale (Liu & Wang, 2005). The findings of the study revealed a significant positive relationship between the study skills of university students and their academic performance. The result of the logistic Analysis indicated that study skills had a positive correlation with academic achievement. Nevertheless, the influence of academic self-concept on the relationship between study skills and the academic performance of university students was found to be negligible. The t-test indicated a statistically significant difference in academic self-concept between male and female university students. The study also uncovered significant differences in the academic self-concepts between day students and those residing in hostels within the social sciences.