The role of personal and contextual variables in college students' academic achievement

<p>College matriculation rates are increasing but graduation rates are failing to parallel the increased enrollment. One reason for this discrepancy may be that many college students are unable to regulate their own learning. This dissertation examined the Self-Regulated Learning (SRL; Pintrich, 2004) model in students taking Statistics in Psychology and Research Methods. The inclusion of the constructs of possible selves and identity development in the SRL model was proposed, as was the Achievement Goal Questionnaire (AGQ; Elliot &amp; McGregor, 2001), a measure of the 2x2 Framework of achievement goal orientation. These variables were assessed along with those included in the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia &amp; McKeachie, 1993). Results indicated that possible selves and the AGQ are not useful predictors of the academic outcomes of test grade and expected final grade. Ego identity status, however, was a significant predictor of course outcomes. The best single predictor was self-efficacy for learning from the MSLQ. Multiple regression models accounted for 27--36% of the variance in test grades and 49--67% of the variance in expected final grades. Evaluation of strategy change over the course of a semester revealed that students do adjust their study strategies and motivational beliefs effectively.</p>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Year

2010

Author dc:creator

• Rogers, Rachel A

Contributors dc:contributor

• Carolyn J Mebert

• Psychology
• Developmental
• Education
• Higher
• Educational Psychology

Repository record dc:identifier

https://scholars.unh.edu/dissertation/537

OAI identifier oai:identifier

oai:scholars.unh.edu:dissertation-1536