A Three-Phase Examination of Academic Comparative Optimism and Perceived Academic Control

Autor/inn/en	Ruthig, Joelle C.; Hanson, Bridget L.; Marino, Joanna M.
Titel	A Three-Phase Examination of Academic Comparative Optimism and Perceived Academic Control
Quelle	In: Learning and Individual Differences, 19 (2009) 4, S.435-439 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2009.03.004
Schlagwörter	Undergraduate Students; Student Attitudes; Academic Achievement; Predictor Variables; Regression (Statistics); Comparative Analysis; Self Concept; Academic Ability + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulleistung; Prädiktor; Regression; Regressionsanalyse; Selbstkonzept
Abstract	Early academic perceptions are critical to undergraduate students' success in college. This 3-phase study examined stability of and links between academic comparative optimism (ACO; positive expectations about future performance) and perceived academic control (PAC; sense of influence over academic outcomes) among 68 undergraduate students. ACO and PAC were assessed at the start, midway through, and at the end of a semester and a cross-lagged panel analysis tested which academic perception better predicted the other. We also examined early ACO and PAC as predictors of later achievement. Students' ACO and PAC were fairly stable throughout the semester. Regression analyses (controlling for course load, prior achievement, and prior ACO or PAC) indicated ACO predicted PAC more so than the reverse, suggesting students may boost their PAC via optimistic social comparisons. Early ACO predicted later performance. Implications for enhancing ACO and PAC early in the academic year are discussed. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10