ABSTRACT

Objective: The main objective of this study is to examine the effects of several learning strategies, including surface, deep, and strategic approaches, on the academic achievement of science students in Iraq. In addition, the present study has investigated the potential mediating influence of academic self-efficacy on the association between learning techniques, specifically surface, deep, and strategic approaches, and the academic performance of science students in Iraq. Methodology: In order to achieve the research objectives, which involve investigating the direct and mediating relationships between learning techniques, academic self-efficacy (ASE), and academic performance, the study has utilized a quantitative methodology. A questionnaire survey was employed to collect data from participants, with the aim of attaining the study's objectives. The current study exhibits a response rate of 62.23%. The Structural Equation Modeling-Partial Least Squares (SEM-PLS) and the Statistical Package for the Social Sciences (SPSS) are commonly employed for conducting data analysis. Results: The findings suggest that there is a significant and favorable relationship between learning strategies and academic self-efficacy. Furthermore, academic self-efficacy acts as a mediator between learning strategies and the academic performance of science students in Iraq. The results indicate that the utilization of surface learning strategies has a discernible impact on the acquisition of adaptive self-regulated learning skills, thereby influencing overall academic achievement. Implications: Educators and policymakers can employ these findings to devise more efficacious programs aimed at facilitating students' acquisition of academic competencies and bolstering their self-assurance. Novelty: This study is a pioneering investigation into the interplay between learning practices, academic self-efficacy, and the academic performance of science students in Iraq.