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Title: The role of affective - motivational factors in freshmen’s study time investment
Authors: DOUMEN, Sarah 
MASUI, Chris 
Issue Date: 2011
Publisher: Routledge
Source: Annual research Conference of the Society for Research into Higher Education, p. 68-68
Abstract: The current study investigates whether affective-motivational factors predict study time investment. More specifically, we examined whether self-study time, regularity of self-study, and class attendance are related to self-efficacy, learning goal orientation (Dweck, 1999), causal attribution of poor performance, and different aspects of action-orientation (disengaging vs. being preoccupied with failure; taking initiative vs. hesitating, being persistent vs. being easily distracted; Kuhl, 1994). 323 freshmen of business economics (Hasselt University, Belgium) participated. Students recorded their study time for a particular course at least weekly for the entire duration of the term. Affective-motivational factors regarding the course were measured by a student questionnaire. Especially self-study time was predicted by affective-motivational factors. Differential relations were found for low vs. high achievers for the course concerned.
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Category: C2
Type: Proceedings Paper
Appears in Collections:Research publications

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