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Self-Regulation and Achievement Goals in the College Classroom
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Zusho, Akane; Edwards, Kelcey – New Directions for Teaching and Learning, 2011
Although the causes of achievement are many and varied, it is widely assumed that "motivation" and "self-regulation" are crucial determinants of academic performance. Substantial evidence indicates that students who focus on learning and understanding course material are more likely to perform well academically (Dweck and Leggett, 1988).…
Descriptors: Metacognition, Academic Achievement, Student Motivation, Goal Orientation
Early Identification and Support: The University of California-Berkeley's MESA Program.
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Smith, Mary Perry – New Directions for Teaching and Learning, 1985
The MESA Program, a collaborative effort between the University of California-Berkeley College of Engineering and Oakland Technical High School, is described. The program provides evidence of what can be done with early intervention for students' motivation and performance levels and minority recruitment efforts. (Author/MLW)
Descriptors: Ability Identification, Black Students, College School Cooperation, College Students