The Role of Self-Study Time in Freshmen's Achievement

Autor/inn/en	Doumen, Sarah; Broeckmans, Jan; Masui, Chris
Titel	The Role of Self-Study Time in Freshmen's Achievement
Quelle	In: Educational Psychology, 34 (2014) 3, S.385-402 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.785063
Schlagwörter	College Freshmen; Independent Study; Academic Achievement; Self Efficacy; Goal Orientation; Learning Processes; Foreign Countries; Grades (Scholastic); Business Administration Education; Macroeconomics; Accounting; Correlation; Numeracy; Regression (Statistics); Time on Task; Hypothesis Testing; Belgium + Suchen Sie Ihr Suchwort? Studienanfänger; Selbststudium; Schulleistung; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Learning process; Lernprozess; Ausland; Notenspiegel; Makroökonomie; Abrechnung; Buchführung; Buchhaltung; Korrelation; Rechenkompetenz; Regression; Regressionsanalyse; Zeitaufwand; Hypothesenprüfung; Hypothesentest; Belgien
Abstract	Although invested study time is expected to relate to exam performance, research findings have been mixed. Therefore, the current study examined (a) the role of self-study time above and beyond relevant student characteristics, affective-motivational processes (i.e. academic self-efficacy, learning goal orientation, and action-state orientation) and the cognitive learning activities deployed while studying the course (i.e. deep, stepwise, and concrete processing), and (b) whether the effect of self-study time on course grade is moderated by these affective-motivational and cognitive learning activities and/or by student characteristics. Ninety three freshmen following a Macro-Economics course and 70 freshmen enrolling in Financial Accounting 2 participated. For Macro-Economics, self-study time predicted course grade above and beyond relevant student characteristics, the degree of class attendance, and course-specific affective-motivational and cognitive learning activities. No interaction effects were obtained. For Financial Accounting 2, students only benefited from more self-study time when they made few exercises. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10