NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ835868
Record Type: Journal
Publication Date: 2008
Pages: 27
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1932-202X
Self-Regulation and Ability Predictors of Academic Success during College: A Predictive Validity Study
Kitsantas, Anastasia; Winsler, Adam; Huie, Faye
Journal of Advanced Academics, v20 n1 p42-68 Fall 2008
Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of past projects to their current students, which may allow them to observe successful peers and encourage them to believe that they can succeed. Equipping students with self-regulatory strategies and positive motivational beliefs earlier on in their studies will prepare and sustain their motivation for more demanding, upper level courses as they progress through their academic career. (Contains 2 tables.)
Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A