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ERIC Number: ED420644
Record Type: Non-Journal
Publication Date: 1998-May-21
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Perceptions of Academic Performance Vary across Subgroups of College Students.
Herman, William E.
This study explored how college students, enrolled in an educational psychology course, perceived effort, ability, and success/failure outcomes. Students completed a set of open-ended questions that explored their thoughts about effort, ability, and success/failure. The initial classroom examination, taken during the third week of the semester, served as the criterion variable. Researchers analyzed the open-ended questions based on word count, content analysis, and four developmental levels of using effort and ability to explain outcomes. Results highlighted several common words describing academic effort, including time, putting forth, energy, trying, doing, working, attempting, hard work, using, trying harder, action, and exerting. In searching for possible distinctive perceptions held by high and low exam performers, results found differences in three areas of perceptions: time, measurability, and goal/task. Both groups used the word time, though all high performers combined it with work or energy while conceptualizing effort. Low performers using the word time used more vague connections of time with thought and understanding. High performers were more likely to see effort as a measurable event, included a reference to goal or task when describing effort, and were more likely to recognize the complex relationship between ability and effort and perceive ability as a capacity for achievement. Low performers were more likely to not mention ability. High performers used more words to discuss these issues. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A