Student Success in Introductory Psychology: The Value of Teachers Knowing More about Their Students

Autor/inn/en	Wu, Jennifer; Kraemer, Philipp
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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