Interrelationships among students' study activities, self‐concept of academic ability, and achievement as a function of characteristics of high‐school biology courses

Abstract

This investigation focused on the interrelationships among students' study activities, students' self‐concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self‐concept of academic ability ratings, and achievement were measured with experimenter‐developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships bet..