Download or read book Effect of attribution retraining on academic self efficacy beliefs and performance of underachieving college freshmen written by Marissa S. Nicasio and published by . This book was released on 2008 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College Student Self Efficacy Research Studies written by Terence Hicks and published by University Press of America. This book was released on 2014-02-11 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.
Download or read book Attributional Retraining written by Robert P. Dryden and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation (1st-gen) college students face unique obstacles that threaten to erode their academic motivation and success during the school-to-college transition (Stebleton & Soria, 2012). Attribution-based motivation treatments can improve achievement for failure-prone college students (Perry & Hamm, 2017), yet their efficacy for students with socioeconomic academic risk factors remains unexamined. The present longitudinal, pre-post, randomized treatment field study administered attributional retraining (AR) to 1st-gen and second-generation (2nd-gen) college students in an online two-semester introductory course who differed in academic control beliefs (low, high). 1st-gen, low control AR recipients outperformed their no-AR peers by a full letter grade (B vs. C+), and were 48% less likely to drop out of the course. Conditional process analyses revealed that AR-achievement linkages were mediated by causal attributions and perceived control in a hypothesized causal sequence. Results further the literature by demonstrating that AR can boost the achievement of at-risk 1st-gen students indirectly via motivation-related variables specified within Weiner's (1985, 2014, 2018) attribution theory.
Download or read book The Effects of Self efficacy on First generation College Sophomore Students written by Mindy Mui Vuong and published by . This book was released on 2007 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ad Veritatem written by and published by . This book was released on 2008 with total page 1054 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Self regulation Training Program on the Academic Self efficacy and Goal Orientation of Underachieving College Students written by Maryrose P. Cortez Macaraan and published by . This book was released on 2010 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies have consistently shown that the higher the mental ability, the better the students' academic performance. However, many supposed to be intelligent students get failing grades at the end of a semester. Research literature showed that underachievers may have negative beliefs in their capacity to handle academic tasks and may have indistinct goal orientation. By training students to be self-regulated learners, it is hoped that they will have better academic self-efficacy and a more refined goal orientation which may be necessary in achieving higher academic performance. The main purpose of this study is to investigate the effect of the self-regulation training program on the academic self-efficacy and goal orientation of underachieving college students. The participants were 30 college students who incurred 8 units and above number of failures on the Second Semester of SY 2009-2010 and their IQ range from average to very superior. Likewise, they have below average scores in either of these areas: academic self-efficacy, performance approach and learning goal orientation. Purposive sampling was initially done and the participants were randomly assigned into two groups, the experimental and control groups. The first group was given the Self-Regulation Training Program while the second group received the usual preventive guidance program for students with academic difficulties. The study utilized the True Experimental Pretest-Posttest Control Group design. Results showed that at the beginning of the program both conditions have low academic self-efficacy, performance approach and learning orientation and an average score in the performance avoidance orientation. At the end of the intervention program, the academic self-efficacy showed an increase in the experimental group while the goal orientation areas remained the same for both groups. The results of this study will be benefecial to students who encounter difficulties in handling academic tasks. Additionally, the Guidance and Counseling Office will be able to come up with a standard program to mediate the prevailing problem of underachievement in schools. Teachers and administrators may also utilize the said program to assist the students in maximizing their learning potentials.
Download or read book Internet based Attributional Retraining and Self esteem written by Kyle Hubbard and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Attributional retraining (AR) is a remedial intervention that targets students' maladaptive causal attributions for poor performance by encouraging controllable attributions that correspond to academic success. AR interventions are derived from Weiner's attribution theory (Weiner, 1985, 1995, 2006) that outlines how performance and achievement striving are influenced by the attributions individuals make about evaluative outcomes. Recent findings indicate that post-secondary students with high self-esteem experience unanticipated declines in academic performance following in-person AR. With a sample of 274 American university students, the current study sought to determine if this iatrogenic effect would be replicated using two versions of a recently developed internet-based AR program. Students' sessional grade point averages and rates of voluntary course withdrawal were measured longitudinally across three semesters following the intervention. Hypotheses were tested using 2 (low/high self-esteem) x 3 (Aptitude Test AR, Writing AR, No AR) x 3 (time: Winter 2007, Fall 2007, Winter 2008) repeated-measures analyses of covariance. Results revealed that the aptitude test AR format initially hurt high self-esteem students' performance, but that this iatrogenic effect reversed itself in the following semester. No effect was found for low or high self-esteem students in the writing-based AR condition. Future directions for internet-based AR research are discussed." --
Download or read book Perceived Self efficacy as a Predictor of Academic Performance in College Freshmen written by Nancy Rogers Foster and published by . This book was released on 1999 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Case Study on Attribution Retraining and Self efficacy in a High School Counseling Setting written by Heather Laurel Pickett and published by . This book was released on 2008 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of Academic Performance of College Science Students Through Attributional Retraining written by Christine A. Martin and published by . This book was released on 2000 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Background and Non cognitive Factors Influencing Academic Persistence Decisions in College Freshmen written by K. James Walsh and published by . This book was released on 2013 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the retention rate of college freshmen increases, Tinto's (1993) model of academic persistence conceptualizes several dimensions of students' voluntary dropout. This study examined both personal and parental factors that may impact the academic persistence decisions of freshmen college students: 1) parental educational attainment; 2) parental valuing of education; 3) high school grade point average (GPA); 4) residential status (on- versus off-campus); 5) educational self-efficacy; 6) self-esteem; 7) personal valuing of education; 8) perceived academic preparation; and 9) academic expectations. The study sample consisted of 378 freshmen college students at a large southwestern university who were recruited from 23 sections of a 100-level class intended to promote academic success. The participants in this cross-sectional study were restricted to freshman level students and 18 and 19 years old in accordance with Erikson's (1968) Identity stage of psychosocial development. A hierarchical regression analysis revealed that academic persistence decisions were predicted by residential status and self-beliefs, which consisted of: educational self-efficacy, self-esteem, personal valuing of education, perceived academic preparation, and academic expectations. Parental valuing of education was a significant predictor of academic persistence decisions until self-beliefs were added to construct the full model. Although self-beliefs were collectively the most powerful predictors of persistence decisions, accounting for 22.8% of the variance, examination of the beta weights revealed that self-esteem, educational self-efficacy, and personal valuing of education were the most powerful predictors, while academic expectations approached significance. Residential status was also a significant predictor and accounted for a small but significant variance (1.6%) in academic persistence decisions. A significant multivariate difference was found between students living on campus and those living off campus. Follow-up ANOVAs revealed differences in mother's education and in parental valuing of education. These findings suggest that researchers, counselors, and college policy-makers consider on-campus living variables as well as students' self-beliefs when considering academic persistence decisions in college freshmen.
Download or read book The Impact of Study Skills Courses on Academic Self efficacy in College Students written by Brenna M. Wernersbach and published by . This book was released on 2011 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges across the nation are increasingly interested in improving retention of students. Many universities have begun offering workshops and courses targeted at improving study skills in academically underprepared students with the goal of helping students succeed in higher education and continue enrollment. The impact of such courses on study skills themselves has been supported, but prior research has not examined the impact of courses on students' beliefs about their ability to succeed in college-that is, their levels of academic self-efficacy. This study examined pre- and post test levels of academic self-efficacy in college students enrolled in a study skills course in comparison to students not enrolled in such a course. Results indicated that students identified as academically underprepared did indeed have lower levels of skill and academic self-efficacy than students not enrolled in study skills courses, and students enrolled in study skills courses had greater increases in academic self-efficacy than comparison students.
Download or read book Attributions as Mediators Between Academic Performance and Academic Self efficacy written by Suzanne Marks Zilber and published by . This book was released on 1990 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Study skills Course on the Academic Self efficacy of At risk Freshmen College Students written by Dena Davis and published by . This book was released on 1997 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Attribution and Motivation written by Novita Widiawati Sutantoputri and published by . This book was released on 2012 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the relationships between cultural factors (ethnicity, religiosity, and gender) and attribution or the way students perceive the causes of their academic success and failure, along with motivational goals, learned helplessness, self-efficacy, intelligence beliefs, and academic performance in the Indonesian university context. Racial/ethnic identity measurement had three dimensions: private regard, ethnic importance, and social embeddedness; Religiosity had two dimensions: religious behaviour and intrinsic religiosity. Attribution was further differentiated into locus of control, stability, personal control and external control dimensions. A total of 1,006 university students from three public universities and two private universities participated. Both public and private universities were necessarily included as in the Indonesian context the race issue permeates educational settings with mostly Native Indonesian students at public universities and Chinese Indonesian students at private universities. Data were obtained from two time-points: first was for the student surveys which were collected after students' mid-term tests, along with self-reported mid-term test scores. The second time-point was for students' final test and grade point average scores at the end of the academic term, collected from each university's administration. Students' attributions were hypothesized to predict their motivational goals (learning, performance approach, performance avoidance, and work avoidance), which were hypothesized to subsequently predict academic performance (final test score and grade point average), over and above the effects of prior mid-term performance. However, neither locus of control, personal, nor external control attributions predicted any of the motivational goals; only stability attributions predicted to learning goals. Students' stability attribution for success also predicted learning goals, and their stability attributions for failure predicted performance approach goals. A new profile approach was implemented to identify learned helpless students, as the existing measurement of learned helplessness was found to be inadequate. Controllability emerged as an important factor for learned helpless students, who perceived low personal control and high external control over the causes of their academic success and failure. Intelligence beliefs, whether entity or incremental, showed no significant predictions to motivational goals; but, self-efficacy did. Students who had high self-efficacy beliefs were more likely to hold learning goals, performance approach goals, and performance avoidance goals, and less likely to hold work avoidance goals. Learning goals predicted students' final test scores, whereas performance approach goals predicted grade point average scores. Intrinsic religiosity predicted learning goals, performance approach goals, and work avoidance goals; ethnic importance predicted performance approach goals. A multiple goals approach was engaged to add more knowledge to the Indonesian university students' motivation. Based on the multiple goals approach, four clusters of students holding different goal profiles were educed: high learning/low performance-work avoidance, high work avoidance/low learning-performance, high motivational goals, and high learning-performance/low work avoidance. The approach showed that multiple goals co-existed and that high learning/low performance-work avoidance students had the highest final test scores, while high work avoidance/low learning-performance students had the lowest. Gender differences occurred on work avoidance goals, on which men scored higher. Ethnic differences occurred on intrinsic religiosity, on which Native Indonesian participants scored higher. Religion differences occurred on both religious behaviour and intrinsic religiosity; Christian participants had highest scores on religious behaviour, and Hindu participants had highest intrinsic religiosity. This study adds more knowledge to the study of attribution and motivational goals in the Indonesian context. For example, students with high self-efficacy can hold a performance avoidance goal, interpreted in terms of certain cultural values in the Indonesian context such as not wanting to lose face. Also, religiosity and racial/ethnic identity predicted motivational goals. Cultural differences within the Eastern cultures need to be considered when applying, interpreting, and discussing theories and scales developed in the Western.
Download or read book The Effects of Attribution Retraining by Videotape on Developmental Mathematics Student Performance and Attributions written by Lettie Irene Duke and published by . This book was released on 1997 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Review of Attributional Motivation and Performance in College Students from an Attributional Retraining Perspective written by Raymond P. Perry and published by . This book was released on 1992 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt:
