Literaturnachweis - Detailanzeige
| Autor/inn/en | Ranellucci, John; Hall, Nathan; Muis, Krista; Lajoie, Susanne; Robinson, Kristy |
|---|---|
| Titel | Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach |
| Quelle | In: Canadian Journal of Education, 40 (2017) 4, (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1918-5979 |
| Schlagwörter | Academic Achievement; Intervention; Social Desirability; Undergraduate Students; Measurement Techniques; Multiple Regression Analysis; Educational Psychology; Motivation; Qualitative Research; Foreign Countries; Pretests Posttests; Statistical Analysis; Mastery Learning; Control Groups; Experimental Groups; Regression (Statistics); Predictor Variables; Canada |
| Abstract | The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to one of three brief, web-based intervention conditions or a control condition. Multiple regression analyses showed the intervention conditions to consistently predict lower levels of interest-based studying, with these effects moderated by students' prior achievement and mastery-approach goals. Qualitative analyses provide insight into the motivationally relevant processes elicited by the interventions. (As Provided). |
| Anmerkungen | Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse-scee.ca/csse/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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