The key to successful achievement as an undergraduate student
Confidence and Realistic Expectations
Datos Bibliográficos
| ID | 4874739 |
|---|---|
| Autores | Linda J Nicholson (0000-0001-9255-9650, Edge Hill University), Laura Nicholson (0000-0002-1761-0951), Dave W Putwain (0000-0001-5196-4270, Edge Hill University, autor de correspondencia), David Putwain, Liz Connors (Edge Hill University), Pat Hornby-Atkinson |
| Año | 2013 |
| Volumen | 38 |
| Número | 2 |
| Páginas | 285-298 |
| Fecha de publicación | 2013-03-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2011.585710 |
| OpenAlex | W2077924857 |
| Idioma | EN |
| Citas recibidas | 23 |
| Referencias citadas | 30 |
This study examined how expectations of independent study and academic behavioural confidence predicted end-of-semester marks in a sample of undergraduate students. Students’ expectations and academic behavioural confidence were measured near the beginning of the semester, and academic performance was taken from aggregated end-of-semester marks. Results suggested that a realistic expectation of undergraduate study, where the student took responsibility for their own learning, predicted higher end-of-semester marks. Students who were confident in their ability to attain high grades and attend taught sessions also performed better in their end-of-semester marks. Confidence in attending taught sessions also buffered against the negative impact of holding an unrealistic expectation of undergraduate study. These findings suggest that measures taken to encourage a realistic expectation of the nature of undergraduate study and boost academic behavioural confidence may benefit students’ performance at university
Academic achievement · Higher education · Mathematics education · Pedagogy · Political science · Student achievement · Student engagement · Career Development and Diversity · Computer Science · Education, Achievement, and Giftedness · Higher Education Research Studies · Psychology
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| Obras citantes distintas | 23 |
|---|---|
| Citas por año | 1,77 |
| Intervalo de citas | 2013 - 2026 (14) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 22 |