How Gaps between Target and Midcourse Grades Impact Undergraduates' Studying Intentions and Grade Improvements

Autor/inn/en	MacKenzie, H. F.; Armstrong, Michael J.
Titel	How Gaps between Target and Midcourse Grades Impact Undergraduates' Studying Intentions and Grade Improvements
Quelle	In: Decision Sciences Journal of Innovative Education, 18 (2020) 4, S.549-567 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armstrong, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/dsji.12221
Schlagwörter	Grades (Scholastic); Intention; Study Habits; Correlation; Academic Ability; Grade Point Average; High School Students; Undergraduate Students; Achievement Gains; Student Attitudes + Suchen Sie Ihr Suchwort? Notenspiegel; Study behavior; Study behaviour; Studienverhalten; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Achievement gain; Leistungssteigerung; Schülerverhalten
Abstract	We examine how gaps between students' chosen target grades and actual midcourse grades relate to their exam studying intentions and subsequent grade improvements. We further investigate whether those relationships are moderated by students' academic ability (as measured by high school averages) and implicit theory of intelligence or mindset (as measured by questionnaire scores). Our study involved 250 undergraduate students in a first-year business course. The study used linear regression to analyze survey responses at the course's beginning, survey responses near the course's end, and actual course grades. The analysis showed students had greater studying intentions and grade improvements when midcourse grades were farther below initial target grades. Mindset moderated the relationship between grade gaps and studying intentions, whereas academic ability moderated the relationship between grade gaps and grade improvements. These results enhance our knowledge of how students respond to grade feedback and could help instructors assist students to make better decisions about their studying. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01