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http://hdl.handle.net/1942/12841
Title: | The role of affective - motivational factors in freshmen’s study time investment | Authors: | DOUMEN, Sarah BROECKMANS, Jan 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. | Document URI: | http://hdl.handle.net/1942/12841 | Link to publication/dataset: | http://www.srhe.ac.uk/conference2011/index.asp | Category: | C2 | Type: | Proceedings Paper |
Appears in Collections: | Research publications |
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SRHE2011submission.pdf Restricted Access | Peer-reviewed author version | 544.14 kB | Adobe PDF | View/Open Request a copy |
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