Predicting Student Performance in a College Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination and Perception of Daily Hassles.
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| Title: | Predicting Student Performance in a College Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination and Perception of Daily Hassles. |
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| Language: | English |
| Authors: | Skidmore, Ronald L. |
| Peer Reviewed: | N |
| Page Count: | 51 |
| Publication Date: | 2002 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, College Students, Computer Assisted Instruction, Higher Education, Learning Strategies, Life Events, Prediction, Self Report, Student Motivation, Student Surveys |
| Abstract: | This study examined the effectiveness of using selected self-report measures assessing motivational orientation, learning strategies, procrastination, and perceptions of daily hassles to facilitate the prediction of student engagement in a self-paced introductory psychology course. Research has shown these factors to be associated with academic success. Four surveys purporting to measure the constructs were chosen, and a demographic survey was also administered. The course used a local area network of personal computers to administer all materials and to collect relevant data for each participant. Students agreeing to participate were administered the surveys during the first three class sessions of the semester. The course was self-paced, with students determining their rate of engagement. A criterion level of accumulated points determined course letter grade and course completion. Data were collected on 149 students, 122 of whom completed the course. For students completing the course, engagement was determined relevant to the number of days to course completion. A median-split was used to determine early finish versus late finish groups. Nonfinishers made up a third group. Discriminant function analysis to discover and interpret combinations of predictors determined that group membership could be predicted reliably. Implications for using these surveys to predict student engagement, as well as instructor intervention, are discussed. (Contains 2 tables and 110 references.) (Author/SLD) |
| Entry Date: | 2003 |
| Accession Number: | ED471305 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED471305 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED471305 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Predicting Student Performance in a College Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination and Perception of Daily Hassles. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Skidmore%2C+Ronald+L%2E%22">Skidmore, Ronald L.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 51 – Name: DatePubCY Label: Publication Date Group: Date Data: 2002 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Life+Events%22">Life Events</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Report%22">Self Report</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined the effectiveness of using selected self-report measures assessing motivational orientation, learning strategies, procrastination, and perceptions of daily hassles to facilitate the prediction of student engagement in a self-paced introductory psychology course. Research has shown these factors to be associated with academic success. Four surveys purporting to measure the constructs were chosen, and a demographic survey was also administered. The course used a local area network of personal computers to administer all materials and to collect relevant data for each participant. Students agreeing to participate were administered the surveys during the first three class sessions of the semester. The course was self-paced, with students determining their rate of engagement. A criterion level of accumulated points determined course letter grade and course completion. Data were collected on 149 students, 122 of whom completed the course. For students completing the course, engagement was determined relevant to the number of days to course completion. A median-split was used to determine early finish versus late finish groups. Nonfinishers made up a third group. Discriminant function analysis to discover and interpret combinations of predictors determined that group membership could be predicted reliably. Implications for using these surveys to predict student engagement, as well as instructor intervention, are discussed. (Contains 2 tables and 110 references.) (Author/SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 2003 – Name: AN Label: Accession Number Group: ID Data: ED471305 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED471305 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 51 Subjects: – SubjectFull: Academic Achievement Type: general – SubjectFull: College Students Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Learning Strategies Type: general – SubjectFull: Life Events Type: general – SubjectFull: Prediction Type: general – SubjectFull: Self Report Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Student Surveys Type: general Titles: – TitleFull: Predicting Student Performance in a College Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination and Perception of Daily Hassles. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Skidmore, Ronald L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Type: published Y: 2002 |
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