Predicting Final Examination Grades in a Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination, and Perception of Daily Hassels.

Autor/in	Skidmore, Ronald L.
Titel	Predicting Final Examination Grades in a Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination, and Perception of Daily Hassels.
Quelle	(2003), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Grades (Scholastic); Higher Education; Learning Strategies; Prediction; Psychology; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Collegestudent; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorhersage; Psychologie; Schülerverhalten; Schulische Motivation
Abstract	This study examined the effectiveness of using selected self-report measures assessing motivational orientation, learning strategies, procrastination, and perceptions of daily hassles to facilitate the prediction of final examination grades in a self-paced introductory psychology course. Four surveys purporting to measure the constructs were chosen, and a demographic survey was also administered. The course used a local area network of personal computers to administer all materials and to collect data for each participant. Students agreeing to participate in the study were administered the surveys during the first three class sessions of the semester. The course was self-paced, with students determining their rate of engagement. A criterion level of accumulated points determined course letter grade and course completion. Data were collected on 149 students, 122 of whom completed the course. The final examination was given in two segments. Part 1 covered core modules that all students were required to master during the course of the semester before they attempted additional modules. Part 2 covered additional modules. Hierarchical regression analyses indicated that self-efficacy for learning and performance was positively related to grades on part 1 of the final examination. Results suggest that self-efficacy contributes to student performance. Implications for early interventions to improve student self-efficacy and achievement are discussed. (Contains 3 tables and 82 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC