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Motivation, Self-Efficacy and Learning Strategies of University Students Participating in Work-Integrated Learning
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Drysdale, Maureen T. B.; McBeath, Margaret – Journal of Education and Work, 2018
This study examined differences in the psychological constructs of motivation, academic self-efficacy, and learning strategies between higher education students who participated in a work-integrated learning (WIL) programme and those who did not. Undergraduate WIL (n = 1048) and non-WIL (n = 656) students in all years of study and from several…
Descriptors: Student Motivation, Self Efficacy, Learning Strategies, College Students
The Role of a Skills Learning Support Program on First-Generation College Students' Self-Regulation, Motivation, and Academic Achievement: A Longitudinal Study
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Wibrowski, Connie R.; Matthews, Wendy K.; Kitsantas, Anastasia – Journal of College Student Retention: Research, Theory & Practice, 2017
The purpose of this longitudinal study was to assess the impact of the Skills Learning Support Program (SLSP) aimed to support entering first-generation college students' motivational beliefs, use of self-regulatory strategies, and academic achievement. The study included 137 students from ethnically diverse cultural backgrounds who were in need…
Descriptors: First Generation College Students, Student Motivation, Academic Achievement, Longitudinal Studies
The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent
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Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie – Accounting Education, 2017
Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…
Descriptors: Correlation, Academic Achievement, Cognitive Style, Learning Motivation
Academic Achievement Performance of University Students with Disability: Exploring the Influence of Non-Academic Factors
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Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary – International Journal of Disability, Development and Education, 2016
This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on…
Descriptors: Foreign Countries, College Students, Disabilities, Academic Achievement
University 100 Orientation Courses and Living-Learning Communities Boost Academic Retention and Graduation via Enhanced Self-Efficacy and Self-Regulated Learning
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Cambridge-Williams, Tiffany; Winsler, Adam; Kitsantas, Anastasia; Bernard, Elizabeth – Journal of College Student Retention: Research, Theory & Practice, 2013
Nationwide, almost a third of 1st-year college students do not return to begin their sophomore year, and the 5-year graduation rate for undergraduates is only around 40%. It is important for universities to implement interventions, such as freshman transition courses, to help new students adjust to college life and succeed, and it is critical that…
Descriptors: School Orientation, Living Learning Centers, School Holding Power, Self Efficacy
Identification and Comparison of Academic Self Regulatory Learning Strategy Use of Students Enrolled in Traditional and Accelerated Baccalaureate Degree Nursing Programs
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Mullen, Patricia A. – ProQuest LLC, 2009
Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used by a national sample of students enrolled in traditional and accelerated baccalaureate nursing programs. Background: Learner focused reforms in nursing education require students to assume more…
Descriptors: Nursing Education, Metacognition, Learning Strategies, Acceleration (Education)
Cognitive and Affective Measures as Indicators of Course Outcomes for Developmental Mathematics Students at a Texas Community College
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Goosen, Rebecca A. – ProQuest LLC, 2008
The purpose of this study was to identify cognitive and non-cognitive variables that will predict a student's ability to achieve success in the lowest level developmental mathematics course at San Jacinto College. The study examined the ability of cognitive variables (standardized entrance examinations, high school grade point average, and type of…
Descriptors: Community Colleges, Academic Achievement, Standardized Tests, College Entrance Examinations