Role Models, Possible Selves, Perceived Self-efficacy, and Perceived Self-control as Predictors of GPA in College Students PDF Download
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Author: Tesia T. Marshik
Publisher:
ISBN:
Category :
Languages : en
Pages :
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ABSTRACT: Self-control predicts many important developmental outcomes including achievement, emotional stability, and successful social relationships. The potential for self-control to predict academic achievement in college students is particularly important because few good predictors of academic achievement in college students exist and college retention and graduation rates are decreasing. The purpose of the present study was to identify factors that predict self-control and GPA in college students. Participants included 163 undergraduate students at the University of Florida who completed take-home self-report questionnaires. A recursive path analysis was used to test a model relating students' role models, possible selves, perceived self-efficacy, perceived self-control skills, and GPA. Partial support for the model was found, as total role models predicted the number of balanced possible selves; the number of balanced possible selves predicted Delay of Gratification; perceived self-efficacy predicted perceived self-control; and Planful Thinking predicted GPA. These results are consistent with social cognitive theory, as role models influenced students' possible selves, which in turn influenced students' self-control skills and academic achievement. However, the lack of relationships among some of the variables indicates that more research is needed to examine the relationships among role models, possible selves, and self-control. In particular, researchers should use domain-specific measures of academic possible selves and academic self-control to predict students' academic achievement.
Author: Tesia T. Marshik
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: Self-control predicts many important developmental outcomes including achievement, emotional stability, and successful social relationships. The potential for self-control to predict academic achievement in college students is particularly important because few good predictors of academic achievement in college students exist and college retention and graduation rates are decreasing. The purpose of the present study was to identify factors that predict self-control and GPA in college students. Participants included 163 undergraduate students at the University of Florida who completed take-home self-report questionnaires. A recursive path analysis was used to test a model relating students' role models, possible selves, perceived self-efficacy, perceived self-control skills, and GPA. Partial support for the model was found, as total role models predicted the number of balanced possible selves; the number of balanced possible selves predicted Delay of Gratification; perceived self-efficacy predicted perceived self-control; and Planful Thinking predicted GPA. These results are consistent with social cognitive theory, as role models influenced students' possible selves, which in turn influenced students' self-control skills and academic achievement. However, the lack of relationships among some of the variables indicates that more research is needed to examine the relationships among role models, possible selves, and self-control. In particular, researchers should use domain-specific measures of academic possible selves and academic self-control to predict students' academic achievement.
Author: Bonnie L. Stewart
Publisher:
ISBN:
Category :
Languages : en
Pages : 194
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Author: Patricia C. Parsley
Publisher:
ISBN:
Category : Identity (Psychology)
Languages : en
Pages : 112
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Author: Tiffany Abeyta
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 236
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Book Description
Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p
Author: Barry J. Zimmerman
Publisher: Routledge
ISBN: 1135659141
Category : Education
Languages : en
Pages : 316
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Book Description
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Author: Robert Vincent Scott
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 332
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Author: Marissa Kay Hartwig
Publisher:
ISBN:
Category : Test anxiety
Languages : en
Pages : 156
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Book Description
Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.
Author: Curtis Dunkel
Publisher: Nova Publishers
ISBN: 9781594544316
Category : Psychology
Languages : en
Pages : 254
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Book Description
The concept of possible selves, first brought to life only a short time ago by Hazel Markus and Paula Nurious (1986) has grown into an exciting stream of research. Scholars have examined possible selves with regard to a host of adolescent outcomes, including academic achievement, school persistence, career expectations, self-esteem, delinquency, identity development and altruistic behaviours. This book represents a sample of the current research being conducted in the area of possible selves. The contributors to the book were chosen to represent a variety of perspectives, and to collectively illustrate some of the different ways that possible selves are being conceptualised, empirically examined and used in interventions.
Author: Kristen L. Roach
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 42
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Book Description
This project explored the relationship between perceived parental influences and the career self-efficacy of college students. Previous research related to college student development, parental influences, and career development is presented in order to assess the current body of literature and provide rationale for the present research project. In addition, the author conducted a survey with undergraduate college students to better understand the role that parents play in their career development. Parental influences were found to be positively correlated with students' career self-efficacy. General supportive parenting behaviors seemed more significant than career-specific parenting behaviors. One specific behavior was found to be predictive of students' career self-efficacy. Results are discussed, and implications for counselors are presented.
Author: Reginald Eugene Clark
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 92
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Book Description
Previous studies suggest that the college experience may be uniquely challenging for first generation college students (FGs); that is, students for whom neither parent has completed a college degree. While previous work has shown lower levels of academic success for first generation college students compared to their continuing generation peers (CGs), others have suggested that various risk and resiliency factors may significantly influence these outcomes. The current study focused on the influences of one risk factor (family dysfunction) and one resiliency factor (perceived academic control) on self-reported grade point average (GPA) in first generation and continuing generation college students. Ethnicity (Hispanic versus Non-Hispanic) was included in the statistical models used in this study. Results indicated that a complex four-way interaction of generational status (FG versus CG), ethnicity, perceived academic control and family dysfunction was the best predictor of GPA in this sample of students. Further analyses suggested that these effects were at least partly due to family dysfunction acting as a moderator of the relationship between perceived academic control and GPA in the Hispanic CG subgroup. The CG subgroup was small (n = 33), however, the graph of simple slopes for this group suggested that increasing levels of perceived academic control were associated with higher predicted GPA values, but only for students who had low or medium levels of family dysfunction. Increasing levels of perceived academic control did not appear to improve predicted GPA values for participants with a high level of family dysfunction. These complex results suggest that the "one size fits all" approach of programs designed to boost academic performance in college students could be improved by taking into consideration the diversity of backgrounds and experiences that exists within first generation and continuing generation groups.
