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Titolo:
Academic control and action control in the achievement of college students: A longitudinal field study
Autore:
Perry, RP; Hladkyj, S; Pekrun, RH; Pelletier, ST;
Indirizzi:
Univ Manitoba, Dept Psychol, Winnipeg, MB R3T 2N2, Canada Univ Manitoba Winnipeg MB Canada R3T 2N2 ol, Winnipeg, MB R3T 2N2, Canada Univ Regensberg, Inst Psychol, D-8400 Regensburg, Germany Univ RegensbergRegensburg Germany D-8400 ol, D-8400 Regensburg, Germany Lakehead Univ, Thunder Bay, ON P7B 5E1, Canada Lakehead Univ Thunder Bay ON Canada P7B 5E1 under Bay, ON P7B 5E1, Canada
Titolo Testata:
JOURNAL OF EDUCATIONAL PSYCHOLOGY
fascicolo: 4, volume: 93, anno: 2001,
pagine: 776 - 789
SICI:
0022-0663(200112)93:4<776:ACAACI>2.0.ZU;2-K
Fonte:
ISI
Lingua:
ENG
Soggetto:
PERCEIVED CONTROL; CAUSAL ATTRIBUTIONS; PERSONAL CONTROL; PERFORMANCE; CLASSROOM; HELPLESSNESS; INSTRUCTION; MOTIVATION; STATE;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
49
Recensione:
Indirizzi per estratti:
Indirizzo: Perry, RP Univ Manitoba, Dept Psychol, Winnipeg, MB R3T 2N2, Canada Univ Manitoba Winnipeg MB Canada R3T 2N2 eg, MB R3T 2N2, Canada
Citazione:
R.P. Perry et al., "Academic control and action control in the achievement of college students: A longitudinal field study", J EDUC PSYC, 93(4), 2001, pp. 776-789

Abstract

A contradiction to the typical pattern of academic success occurs when bright, enthusiastic high school students fail after entering university. Two measures, perceived academic control and action control (i.e., preoccupation with failure) were administered to 524 college students at the beginning of a 2-semester course. Achievement-related cognitions, emotions, motivation. and final grades were measured at the end of the course. High-academic-control students exerted more effort, reported less boredom and anxiety, were more motivated, used self-monitoring strategies more often, felt more in control of their course assignments and of life in general, believed they performed better, and obtained higher final grades. Failure-preoccupied students received higher final grades, which corroborated their self-reported performance. Of note, high-control, high-failure-preoccupied students outperformed the other 3 groups by 1 to 2 letter grades.

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Documento generato il 12/07/20 alle ore 06:27:20