Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis

Abstract

A good analysis of the success factors in the university entrance exam, which is an important step for academic
careers of students, is believed to help them manage this process. Properties such as self-regulation and learning
approaches adopted by students undoubtedly influence their academic achievement as well as their success in
university entrance exams. However, it is not exactly known how the direct and indirect relations between these
variables are, and which variable has more effect on success. This research aims to determine the extent to which
university entrance exam score as dependant variable; and academic achievement, deep, surface and strategic
learning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predict
university entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope of
the research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017
academic year were used. As a result of the research, the most important factor affecting the success of university
entrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, they
fall by using surface learning approaches. It was detected that the use of the strategic learning approach reduces
university entrance exam scores.