Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models
Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models
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工程本科生的信念、应对策略和学业表现：理论模型的评估
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Norma S. Guerra
中科院分区：
文献类型：
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作者：
P. Hsieh;J. Sullivan;D. Sass;Norma S. Guerra
研究通过评估心理和学术变量之间的关系来确定与学术成功相关的因素，尽管很少有研究理论模型来理解复杂的联系。本研究采用结构方程模型来探讨考试焦虑与期末成绩之间的关系是否受到个人控制、自我效能、目标取向、应对策略和自我调节的介导。参与者是297名本科生参加了专为工程专业学生设计的代数课程。结果表明，所提出的理论模型的数据支持，虽然修改后的模型产生了更好的拟合。其他竞争车型也接受了测试。总体分析表明，心理变量对学生成绩的预测具有重要作用，各结构系数和R2统计量均具有显著的统计学意义和实用价值。研究结果表明，有助于扩大干预计划，以提高学生的学业成绩的其他模型的开发和测试的价值。
Research has identified factors associated with academic success by evaluating relations among psychological and academic variables, although few studies have examined theoretical models to understand the complex links. This study used structural equation modeling to investigate whether the relation between test anxiety and final course grades was mediated by personal control, self-efficacy, goal orientation, coping strategies, and self-regulation. Participants were 297 undergraduate students taking an algebra course designed for engineering students. Results indicated that the proposed theoretical model was supported by the data, although a modified model produced a better fit. Other competing models were also tested. Collectively, analyses revealed that the psychological variables played important roles in predicting students’ grades, as all the structural coefficients and R 2 statistics were statistically and practically significant. Findings suggest value in the development and testing of additional models that contribute to the expansion of intervention programs to enhance academic outcomes among students.
影响因子：
7
作者：
Flora, DB;Curran, PJ
通讯作者：
Curran, PJ
DOI：
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发表时间：
1991-02
期刊：
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影响因子：
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作者：
D. Schunk
通讯作者：
D. Schunk