Students' Self-Worth Protection and Approaches to Learning in Higher Education: Predictors and Consequences

Autor/inn/en	Cano, Francisco; Martin, Andrew J.; Ginns, Paul; Berbén, A. B. G.
Titel	Students' Self-Worth Protection and Approaches to Learning in Higher Education: Predictors and Consequences
Quelle	In: Higher Education: The International Journal of Higher Education Research, 76 (2018) 1, S.163-181 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-017-0215-0
Schlagwörter	Self Concept; Cognitive Style; College Freshmen; Correlation; Anxiety; Higher Education; Prediction; Expectation; Academic Achievement; Validity; Educational Experience; Student Behavior; Behavior Patterns + Suchen Sie Ihr Suchwort? Selbstkonzept; Cognitive styles; Kognitiver Stil; Studienanfänger; Korrelation; Angst; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorhersage; Expectancy; Erwartung; Schulleistung; Gültigkeit; Bildungserfahrung; Student behaviour; Schülerverhalten
Abstract	The aim of this study was to test a process model of students' learning in higher education, linking anxiety, course experience (positive and negative), self-worth protection (SWP) (self-handicapping, defensive expectations, reflectivity), student approach to learning (SAL) (deep/surface), and achievement. Path and bootstrap analyses of data from 899 first-year university students showed that anxiety significantly predicted all SWP strategies and that positive course experience negatively predicted defensive expectations, whereas negative course experience was linked to higher levels of self-handicapping and reflectivity. Deep approach was linked negatively to self-handicapping and positively to reflectivity, whereas surface approach was associated positively with both self-handicapping and defensive expectations. Finally, deep approach positively predicted achievement and partially mediated the effect of self-handicapping on achievement. These findings support the validity of linking SWP with SAL and demonstrate meaningful connections between these and the anxiety and course experience of students. Implications for theory and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01