Literaturnachweis - Detailanzeige
| Autor/inn/en | Fryer, Luke K.; Ginns, Paul; Howarth, Mark; Anderson, Charles; Ozono, Shuichi |
|---|---|
| Titel | Individual Differences and Course Attendance: Why Do Students Skip Class? |
| Quelle | In: Educational Psychology, 38 (2018) 4, S.470-486 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ginns, Paul) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2017.1403567 |
| Schlagwörter | Attendance; Individual Differences; Student Motivation; Self Concept; Achievement; College Students; English (Second Language); College Second Language Programs; Foreign Countries; Predictive Validity; Correlation; Student Surveys; Maximum Likelihood Statistics; Statistical Analysis; Structural Equation Models; Japan |
| Abstract | Individual differences are theorised as being key predictors of students' lecture attendance. Understanding students' (lack of) motivation for studying is an essential first step in supporting these individual differences and potentially increasing class/lecture attendance. The current study explored the role of students' deficits in motivations (ability/effort/task value) for studying and their predictive relationship with course attendance, while controlling for prior competence and academic self-concept. Second-year students (n = 219; Female = 40) undertaking three semester-long courses in English as a foreign language participated in the year-long study. The structural model tested included prior achievement and self-concept (Time-1; 15 weeks prior), the motivational deficits for studying in the course (Time-2; ability, effort and task value), and class attendance across the two semesters of study. Self-concept negatively predicted all motivational deficits (moderate-large effects), and positively predicted attendance. Two of the motivational deficits (ability and effort) also had strongly contrasting effects (positive and negative respectively) on attendance. The implications and practical suggestions for intervention are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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