Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 1 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Academic Persistence | 1 |
| Correlation | 1 |
| Educational Environment | 1 |
| Feedback (Response) | 1 |
| Females | 1 |
| Goal Orientation | 1 |
| Grades (Scholastic) | 1 |
| Learning Strategies | 1 |
| Mastery Learning | 1 |
| Performance | 1 |
| More ▼ | |
Author
| Broadbent, Jaclyn | 1 |
| Fuller-Tyszkiewicz, Matthew | 1 |
| Honicke, Toni | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Motivated Strategies for… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHonicke, Toni; Broadbent, Jaclyn; Fuller-Tyszkiewicz, Matthew – Higher Education Research and Development, 2020
Within the context of Pintrich's self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such…
Descriptors: Self Efficacy, Goal Orientation, Academic Achievement, Mastery Learning
