Influences of Learning Strategies on Assessment Experiences and Outcomes during the Transition to University

Autor/inn/en	Sotardi, Valerie A.; Brogt, Erik
Titel	Influences of Learning Strategies on Assessment Experiences and Outcomes during the Transition to University
Quelle	In: Studies in Higher Education, 45 (2020) 9, S.1973-1985 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sotardi, Valerie A.) ORCID (Brogt, Erik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1647411
Schlagwörter	Learning Strategies; Student Experience; Student Adjustment; Summative Evaluation; Anxiety; Grades (Scholastic); Self Efficacy; Foreign Countries; Feedback (Response); Undergraduate Students; Student Motivation; Questionnaires; Structural Equation Models; New Zealand; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studienerfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Angst; Notenspiegel; Self-efficacy; Selbstwirksamkeit; Ausland; Schulische Motivation; Fragebogen; Neuseeland
Abstract	During the transition to university, early summative assessments may serve as powerful indicators of academic performance and perceived competence by students. How students learn in preparation for these assessments may be determinants of task-related experience and outcomes. The current study investigated the influences of learning strategies on anxiety, grade, and academic self-efficacy upon completing an early summative assessment at university. With a sample of New Zealand university students (n = 233), a hypothesized model was tested predicting the influences of rehearsal and elaboration strategies on assessment-related experience and outcomes. Results showed rehearsal strategies to have a positive influence on state anxiety and, to a lesser degree, academic self-efficacy; by comparison, elaboration strategies had no influence on state anxiety but a strong, positive influence on academic self-efficacy. State anxiety had a negative influence on both task grade and academic self-efficacy. The benefits of academic support during the university transition are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01