Literaturnachweis - Detailanzeige
Autor/inn/en | Wu, Jennifer; Kraemer, Philipp |
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Titel | Student Success in Introductory Psychology: The Value of Teachers Knowing More about Their Students |
Quelle | In: Teaching of Psychology, 44 (2017) 4, S.342-348 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0098-6283 |
DOI | 10.1177/0098628317727910 |
Schlagwörter | College Freshmen; Introductory Courses; Psychology; Academic Achievement; Educational Indicators; Large Group Instruction; Learner Engagement; College Preparation; Self Concept; Student Behavior; Scores; Correlation; Performance Based Assessment; College Entrance Examinations; Predictor Variables; Grades (Scholastic); Educational Strategies; Lecture Method; Standardized Tests; Grade Point Average; Multiple Regression Analysis; Statistical Analysis; Kentucky (Lexington); ACT Assessment Studienanfänger; Einführungskurs; Psychologie; Schulleistung; Educational indicato; Bildungsindikator; Selbstkonzept; Student behaviour; Schülerverhalten; Korrelation; Leistungsermittlung; Aufnahmeprüfung; Prädiktor; Notenspiegel; Lehrstrategie; Standadised tests; Standardisierter Test; Statistische Analyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung |
Abstract | This project describes the results from a large enrollment introductory psychology course specially designed to improve performance of first-year students. The main objective of the project was to identify early indicators of student success to inform future teaching and promote classroom engagement. Variables representing academic preparation, academic self-concept (e.g., growth mind-set), and behavioral indicators of academic engagement were analyzed with respect to course performance measures, including scores on the first test, midterm grades, and final grades. Academic preparation variables, growth mind-set scores, and some classroom behavior variables correlated with performance measures. Additionally, ACT scores and behavioral indicators of academic engagement were significant predictors of final grades. Findings are discussed in terms of strategies that teachers can use to promote student success in large enrollment, lecture-based courses such as introductory psychology. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |