ERIC Number: EJ1030723
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
The Role of Self-Study Time in Freshmen's Achievement
Doumen, Sarah; Broeckmans, Jan; Masui, Chris
Educational Psychology, v34 n3 p385-402 2014
Although invested study time is expected to relate to exam performance, research findings have been mixed. Therefore, the current study examined (a) the role of self-study time above and beyond relevant student characteristics, affective-motivational processes (i.e. academic self-efficacy, learning goal orientation, and action-state orientation) and the cognitive learning activities deployed while studying the course (i.e. deep, stepwise, and concrete processing), and (b) whether the effect of self-study time on course grade is moderated by these affective-motivational and cognitive learning activities and/or by student characteristics. Ninety three freshmen following a Macro-Economics course and 70 freshmen enrolling in Financial Accounting 2 participated. For Macro-Economics, self-study time predicted course grade above and beyond relevant student characteristics, the degree of class attendance, and course-specific affective-motivational and cognitive learning activities. No interaction effects were obtained. For Financial Accounting 2, students only benefited from more self-study time when they made few exercises.
Descriptors: College Freshmen, Independent Study, Academic Achievement, Self Efficacy, Goal Orientation, Learning Processes, Foreign Countries, Grades (Scholastic), Business Administration Education, Macroeconomics, Accounting, Correlation, Numeracy, Regression (Statistics), Time on Task, Hypothesis Testing
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A