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| Autor/inn/en | Graham, Michael; Vaughan, Angela |
|---|---|
| Titel | An Adapted Self-Determination Measure and College Student First-Year Achievement |
| Quelle | In: International Journal of Teaching and Learning in Higher Education, 33 (2022) 2, S.135-142 (8 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Self Determination; Measures (Individuals); Academic Achievement; College Freshmen; Student Motivation; Life Satisfaction; Personal Autonomy; Competence; Interpersonal Relationship |
| Abstract | Research indicates higher feelings of self-determination promote increased student achievement. As a result, self-determination theory (SDT) may provide a unique lens to view first-year college student motivation and achievement outcomes. Results included strong positive correlations between perceived self-determination and satisfaction with life in college (N = 297; 61% variance explained) and first-year achievement (i.e., first-term GPA; 33% variance explained). ANOVAS indicated students with higher levels of self-determination had significantly higher first-term GPAs (Low SD 2.69; High SD 3.00). As a second purpose, specific curricular and professional development strategies are described to increase students' feelings of autonomy and perceived self-determination. (As Provided). |
| Anmerkungen | International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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