Literaturnachweis - Detailanzeige
| Autor/inn/en | Harris, Charles M.; Harris, Jacqueline S. |
|---|---|
| Titel | Learning Orientation and Academic Achievement. |
| Quelle | (1987), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Cognitive Style; College Bound Students; College Students; High School Seniors; High Schools; Higher Education; Learning Strategies; Orientation; Student Attitudes; Student Motivation; Values |
| Abstract | The assessment of learning orientation in relation to academic achievement is a continuing interest among psychologists. Two studies investigated learning-oriented and grade-oriented behavior in relation to performance on traditional measures of academic achievement. In the first study, 313 college students completed the Omnibus Personality Inventory and the LOGO-II instruments. The LOGO-II yields both a learning orientation (LO) score and a grade orientation (GO) score. In the second study, several achievement measures were compiled for 53 high school seniors in advanced mathematics and physics classes: the Science Research Associates Achievement Tests scores, the Scholastic Aptitude Tests scores, grade point average, and a measure of career aspiration/expectation. Learning orientation was assessed by administering LOGO-II. Correlation coefficients were computed for all possible pairings of LOGO-II scores and the achievement measures. The results revealed significant positive correlations between learning orientation scores and all achievement measures with the exception of grade point average. Learning orientation also evidenced a significant positive correlation with consistency between career aspiration and career expectation. Future research should investigate whether an increase in explicit presentation of learning or process oriented behaviors positively influences students' achievement orientation and whether educational personnel effectively communicate the nature and significance of process-oriented behaviors to achieving students. (Author/NB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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