Literaturnachweis - Detailanzeige
Autor/inn/en | Kuo, Yi-Lung; Casillas, Alex; Allen, Jeff; Robbins, Steve |
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Titel | The Moderating Effects of Psychosocial Factors on Achievement Gains: A Longitudinal Study |
Quelle | In: Journal of Educational Psychology, 113 (2021) 1, S.138-156 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kuo, Yi-Lung) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000471 |
Schlagwörter | Academic Achievement; Achievement Gains; Metacognition; Prediction; Self Control; Learning Motivation; Correlation; Grade 11; Grade 12; Grade 7; Grade 8; Grade 9; Gender Differences; High Achievement; Low Achievement; Longitudinal Studies; Learning Theories; College Readiness; College Entrance Examinations; ACT Assessment Schulleistung; Achievement gain; Leistungssteigerung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Selbstbeherrschung; Motivation for studies; Lernmotivation; Korrelation; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechterkonflikt; Unterdurchschnittliche Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning theory; Lerntheorie; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung |
Abstract | The moderating effects of motivation, social control, and self-regulation in predicting academic achievement were examined in Grades 11-12 for 3,281 seventh through nine graders. Standardized assessments of college readiness and student self-reported measures of psychosocial factors were used in the study. The results showed that females in Grades 7-9 scored higher than males for motivation and self-regulation. In predicting later achievement in Grades 11-12, motivation and social control moderated prior achievement, whereas self-regulation moderated both sex and prior achievement. Particularly among female students, effects of self-regulation were positive for high-achieving females (percentile rank [greater than or equal to]95) and negative for low-achieving females (percentile rank [less than or equal to]5) in predicting achievement in Grades 11-12. The phenomenon known as the "Matthew Effect" and implications for classroom teachers and educational policymakers are discussed. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |