Self-Regulation and Ability Predictors of Academic Success during College: A Predictive Validity Study

Autor/inn/en	Kitsantas, Anastasia; Winsler, Adam; Huie, Faye
Titel	Self-Regulation and Ability Predictors of Academic Success during College: A Predictive Validity Study
Quelle	In: Journal of Advanced Academics, 20 (2008) 1, S.42-68 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	Undergraduate Study; Role Models; Intervention; Self Efficacy; Learning Strategies; Predictive Validity; Student Motivation; Metacognition; Academic Persistence; Time Management; Student Adjustment; College Freshmen; Introductory Courses + Suchen Sie Ihr Suchwort? Grundstudium; Identifikationsfigur; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zeitmanagement; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienanfänger; Einführungskurs
Abstract	Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of past projects to their current students, which may allow them to observe successful peers and encourage them to believe that they can succeed. Equipping students with self-regulatory strategies and positive motivational beliefs earlier on in their studies will prepare and sustain their motivation for more demanding, upper level courses as they progress through their academic career. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10