Literaturnachweis - Detailanzeige
| Autor/inn/en | Strunk, Kamden K.; Lane, Forrest C.; Mwavita, Mwarumba |
|---|---|
| Titel | Changes in Time-Related Academic Behaviour Are Associated with Contextual Motivational Shifts |
| Quelle | In: Educational Psychology, 38 (2018) 2, S.203-220 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Strunk, Kamden K.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2017.1384535 |
| Schlagwörter | Time Management; Student Behavior; Student Motivation; Undergraduate Students; Behavior Change; Context Effect; Self Efficacy; Self Management; Achievement Need; Learning Strategies; Questionnaires; Multivariate Analysis; Correlation; Factor Analysis; Motivated Strategies for Learning Questionnaire |
| Abstract | Research in the field of time-related academic behaviour (i.e., procrastination and timely engagement) has traditionally been focused on more stable factors, such as personality. Recent research suggests there may be a motivational component to these behaviours. The present study examines whether time-related academic behaviour is stable across time and context, and the degree to which change is predicted by contextual and motivational factors. The sample was comprised of 453 undergraduate college students at a large public university in the Midwestern US. We found that time-related academic behaviours were not stable, and changes in those behaviours were most closely linked to changes in self-efficacy, self-regulation and mastery-approach achievement goals. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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