Jotting Down Notes or Preparing for the Future? Action Identification and Academic Performance

Autor/inn/en	Mange, Jessica; Senemeaud, Cecile; Michinov, Nicolas
Titel	Jotting Down Notes or Preparing for the Future? Action Identification and Academic Performance
Quelle	In: Social Psychology of Education: An International Journal, 16 (2013) 1, S.151-164 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-012-9205-3
Schlagwörter	Academic Achievement; Identification; Maintenance; Educational Change; Educational Improvement + Suchen Sie Ihr Suchwort? Schulleistung; Identifikation; Identifizierung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung
Abstract	The purpose of the present study was both to extend the performance optimality hypothesis of action identification theory to the realm of education and to examine the indirect role of action identification levels and action maintenance difficulty on the relationship between initial and final performance. Results demonstrated that students' final performance is related to their initial performance and that this relationship is mediated by the way they identify the action of "attending a class", which is itself inconsistently mediated by action maintenance difficulty. These findings pave the way for new educational applications in order to improve students' academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10