ERIC Number: ED300723
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: N/A
Relationships among Cognitive-Motivational Processes and Academic Performance in Community College Students with a History of Academic Failure.
This study targeted students with a history of academic failure to investigate the relationships among reported self-regulated learning strategies, attributional patterns, academic performance expectancies, and academic performance. Ninety-seven community college students, over 70% of whom were minority group members, completed self-report instruments measuring cognitive-motivational processes and academic performance. Students reported using many self-regulated learning strategies and had generally positive attributional patterns. In addition, the students expected to perform well in the course and did, in fact, accomplish course objectives, on average. There were significant positive correlations between self-regulated learning strategies and academic performance expectations and attributional patterns. No relationship was found between students' academic performance expectations and their subsequent academic performance. It was concluded that the students may benefit from learning ways to assess the relationship between their own efforts and academic outcomes, including how to engineer the outcomes of choice. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).