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| Autor/inn/en | Garces-Ozanne, Arlene; Sullivan, Trudy |
|---|---|
| Titel | Expectations and Reality: What You Want Is "Not Always" What You Get |
| Quelle | In: Australian Journal of Adult Learning, 54 (2014) 2, S.78-100 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1443-1394 |
| Schlagwörter | Foreign Countries; Student Attitudes; Expectation; Economics Education; Higher Education; Grades (Scholastic); Student Characteristics; Student Behavior; Academic Achievement; Undergraduate Students; Age Groups; Generational Differences; Questionnaires; Online Surveys; Student Surveys; Comparative Analysis; Positive Attitudes; Psychological Patterns; Risk; Regression (Statistics); College Faculty; Teacher Characteristics; New Zealand |
| Abstract | A total of 196 first year Principles of Economics I students participated in a study examining how students' expectations about their course and grades are related to the grades they actually receive. We empirically test whether there is a significant difference between the students' grade expectations and the actual grades they receive, and examine what factors contribute to this difference. In particular, we examine how much students' expectations about their grades are conditioned by specific student characteristics, as well as by their attitude/behaviour over the semester. We hypothesise that students, like many from Generation Y, often make confident but also false predictions about their ability, but as reality sets in, they modify their behaviour accordingly and set more reasonable, realistic expectations to achieve their desired goals. We find that they are indeed overoptimistic, but there appears to be a gap between their optimism and actual performance. (As Provided). |
| Anmerkungen | Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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