A study on the correlation between the learning strategies of college students with lower social economic status and academic achievement

Abstract

This study examines the relationship between college students’ learning strategies, socioeconomic status (SES), and academic achievement. A survey was conducted with 85 prospective childcare students at a university in Taiwan. Data were collected using the Learning and Study Strategies Inventory (LASSI), course scores, and SES measures. Structural modeling and ANOVA were used for analysis. Learning strategies positively influenced students’ ability to overcome learning difficulties, which in turn was linked to academic achievement. SES moderated the relationship between learning strategies and performance in required courses. Addressing learning difficulties mediates the impact of learning strategies on academic success, especially in required courses. Teachers should support students in developing learning strategies and consider SES backgrounds to better enhance academic outcomes.