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dc.contributorSchool of Nursing-
dc.creatorLi, YNen_US
dc.creatorLi, Ben_US
dc.creatorCheung, Ken_US
dc.creatorTsang, Hen_US
dc.descriptionSixth International Conference on Higher Education Advances, Universitat Polit�cnica de Val�ncia, June 2-5, 2020en_US
dc.publisherUniversitat Politecnica de Valenciaen_US
dc.rightsThis work is licensed under a Creative Commons License CC BY-NC-ND 4.0 (
dc.rightsThe following publication Li, Y. -., Li, B., Cheung, K., & Tsang, H. (2020). Contributing factors to academic achievements: From community college to university in Hong Kong. Paper presented at the International Conference on Higher Education Advances, , 2020, 975-983 is available at
dc.subjectAcademic achievementen_US
dc.subjectApproaches to learningen_US
dc.subjectCommunity college transfersen_US
dc.subjectPerceptions of the teaching-Learning environmenten_US
dc.titleContributing factors to academic achievements : from community college to university in Hong Kongen_US
dc.typeConference Paperen_US
dcterms.abstractAcademic achievement of students transferring from community colleges to 4-year institutions has been a topic of interest to educational researchers globally. However, local empirical evidence remains limited on how transfer students' learning approaches and the teaching-learning environment relate to their academic achievement in Hong Kong's universities. The study aims at exploring the relationship between transfer students' approaches to learning, their perceptions of the teaching-learning environment and academic achievement. The participants were 617 undergraduate students transferring from community colleges to an university in Hong Kong. Students' approaches to learning and perceptions of the teaching-learning environment were measured using the HowULearn questionnaire. Analyses were carried out using factor analysis, Pearson correlation and linear regression. The results confirmed positive relations between students' perceptions, approaches and achievement. Students studying in an organised manner achieved better academic performance, whereas those using a surface approach poor performance. Others might also adopt an intermediate approach to learning. The results indicate that promoting awarenesses of choosing and using appropriate learning approaches is important for fostering academic success among students.-
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationPaper presented at the International Conference on Higher Education Advances, 2020, p. 975-983en_US
dc.relation.conferenceInternational Conference on Higher Education Advances [HEAd]-
dc.description.validate202101 bcrc-
dc.description.oaVersion of Recorden_US
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