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Autor/inn/en | Preckel, Franzis; Holling, Heinz; Vock, Miriam |
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Titel | Academic Underachievement: Relationship with Cognitive Motivation, Achievement Motivation, and Conscientiousness |
Quelle | In: Psychology in the Schools, 43 (2006) 3, S.401-411 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.20154 |
Schlagwörter | Underachievement; Intelligence Tests; Grade Point Average; Achievement Need; Academic Achievement; Cognitive Processes; Grades (Scholastic); Scores; Schemata (Cognition); Measurement Techniques; Secondary School Students |
Abstract | In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty-seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self-report measures, school performance by academic grades, and intellectual abilities by a standardized structure of intelligence test. A regression analytic model (prediction of grade point average by general intelligence) was used to operationally define underachievement. A categorical cutoff definition as well as a continuous definition was investigated. All relationships between underachievement scores and need for cognition, achievement motivation scales, and conscientiousness showed linearity. This warranted the use of a continuous definition of underachievement. Results revealed that need for cognition as well as facilitating anxiety contributed the most to the explanation of underachievement. (Contains 2 tables.) (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |