Predictor Variables of Academic Achievement for Psychology Students in Distance Education

Autor/inn/en	Vianchá Pinzón, Mildred Alexandra; Parra Guarnizo, José Alirio
Titel	Predictor Variables of Academic Achievement for Psychology Students in Distance Education
Quelle	In: Electronic Journal of Research in Educational Psychology, 21 (2023) 59, S.53-80 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parra Guarnizo, José Alirio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1699-5880
Schlagwörter	Predictor Variables; Academic Achievement; Psychology; Distance Education; Structural Equation Models; Student Characteristics; Personality Traits; Student Motivation; Cognitive Style; College Students; Foreign Countries; Grade Point Average; Learning Motivation; Measures (Individuals); Colombia; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Prädiktor; Schulleistung; Psychologie; Distance study; Distance learning; Fernunterricht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Cognitive styles; Kognitiver Stil; Collegestudent; Ausland; Motivation for studies; Lernmotivation; Messdaten; Kolumbien
Abstract	Introduction: The discussion around academic achievement in the context of distance education has raised the need to develop studies that allow identifying the variables that best predict it. The goal of this study was to analyze the fit of a structural equations model that assumes that sociodemographic variables, personality traits, motivation and learning styles are predictors of academic achievement. Method: 354 distance psychology students from a private university in Bogotá D.C., who were recruited from a stratified probability sampling, voluntarily participated. It was a nonexperimental explanatory study conducting a structural equations analysis. Results: Findings indicate that characteristics such as being male, older, with a theoretical and/ or reflective style favor academic performance, as well as open-mindedness and tenacity, while the identified motivation and amotivation negatively affect students' grade point average. Discussion and Conclusions: The proposed model is coherent with the studies in face-to-face learining mode and shows that both sociodemographic and non-cognitive variables are relevant to explain academic achievement in distance learning mode. [The publication year (2022) shown on the PDF is incorrect. The correct year of publication is 2023.] (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01