How Minimal Grade Goals and Self-Control Capacity Interact in Predicting Test Grades

Autor/in	Bertrams, Alex
Titel	How Minimal Grade Goals and Self-Control Capacity Interact in Predicting Test Grades
Quelle	In: Learning and Individual Differences, 22 (2012) 6, S.833-838 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.07.003
Schlagwörter	Grades (Scholastic); Prediction; Mathematics Tests; High School Students; Self Control; Goal Orientation; Correlation; Academic Achievement; Mathematics Achievement; Vocational Education; Measures (Individuals); Track System (Education) + Suchen Sie Ihr Suchwort? Notenspiegel; Vorhersage; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstbeherrschung; Zielorientierung; Zielvorstellung; Korrelation; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausbildung; Berufsbildung; Messdaten; Leistungsgruppe; Leistungsdifferenzierung
Abstract	The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between students' minimal grade goals and their actual grades. Self-control capacity was defined as the dispositional capacity to override or alter one's dominant response tendencies. Prior to a scheduled math test, 172 vocational track students indicated their minimal grade goal for the test and completed a measure of self-control capacity. The test grade was assessed at a second time of measurement. As expected, minimal grade goals more strongly predicted the actual test grades the higher the students' self-control capacity. Implications can be seen in terms of optimizing the prediction and advancement of academic performance. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10