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Autor/inn/enAcee, Taylor W.; Cho, Yoonjung; Kim, Jung-In; Weinstein, Claire Ellen
TitelRelationships among Properties of College Students' Self-Set Academic Goals and Academic Achievement
QuelleIn: Educational Psychology, 32 (2012) 6, S.681-698 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0144-3410
DOI10.1080/01443410.2012.712795
SchlagwörterAcademic Achievement; Grade Point Average; Student Motivation; Research Methodology; College Students; Correlation; Goal Orientation; Measures (Individuals); Regression (Statistics); Educational Research; Interrater Reliability
AbstractThe major purpose of this study was to investigate the relationships among properties of college students' self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N = 130) were asked to list 20 of their goals (academic and/or non-academic). For each of their goals, goal specificity, value, expectation of success and autonomous and controlled motivation were measured and then ratings on each goal property were averaged across students' academic goals (24.75% of all goals) to predict students' grade point average (GPA) for the semester. Regression results suggested a positive affect on students' semester GPA for goal specificity and a negative effect for controlled motivation; the model explained 19% of the variation in GPA. This research may help to inform motivation researchers and educational practitioners who assist college students with goal setting. (Contains 3 tables.) (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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