Exploring individual differences as determining factors in student academic achievement in higher education
Exploring individual differences as determining factors in student academic achievement in higher education
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DOI：
10.1080/03075079.2010.545948
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发表时间：
2012-01-01
影响因子：
4.2
通讯作者：
Cassidy, Simon
中科院分区：
文献类型：
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作者：
Cassidy, Simon
该研究调查了认知/动机和人口统计学因素对单个本科生队列最终学位平均成绩（GPA）的关联和相对影响。虽然学业自我效能感、学习方法、先前成绩和年龄都与GPA有显著相关性，但回归分析发现，先前成绩（R变化（2）= 0.288）、年龄（R变化（2）= 0.201）和学业自我效能感（R变化（2）= 0.062）是GPA的唯一显著预测因素。当比较第一年和最后一年的成绩时，还报告了学术自我效能（d=.46）、深度（d=.43）和战略（d=.37）学习方法和自信（d=.33）的显著增加，以及内部学术控制点（d=.50）的显著减少。结论表明，以前的学业成绩，年龄和学业自我效能感提供了部分解释，在高等教育中的学业成绩，以前的成绩的任何措施必须是相关的，自我效能感似乎是最相关的感知控制结构的学习背景下，和进一步的工作集中在年龄的背景下，在高等教育中的学业成绩是必要的和有道理的。
The study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement (R-change(2)=.288), age (R-change(2)=.201) and academic self-efficacy (R-change(2)=.062) as the only significant predictors of GPA. Significant increases in academic self-efficacy (d=.46), deep (d=.43) and strategic (d=.37) approaches to learning, and self-confidence (d=.33), and a significant decrease in internal academic locus of control (d=.50), were also reported when comparing first and final year scores. Conclusions suggested that prior academic achievement, age and academic self-efficacy provide a partial explanation for academic achievement in higher education, that any measure of prior achievement must be relevant, that self-efficacy appears to be the most relevant perceived control construct in a learning context, and that further work focusing on age in the context of academic achievement in higher education is both necessary and warranted.