Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/12841
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dc.contributor.authorDOUMEN, Sarah-
dc.contributor.authorBROECKMANS, Jan-
dc.contributor.authorMASUI, Chris-
dc.date.accessioned2011-12-20T09:19:12Z-
dc.date.available2011-12-20T09:19:12Z-
dc.date.issued2011-
dc.identifier.citationAnnual research Conference of the Society for Research into Higher Education, p. 68-68-
dc.identifier.urihttp://hdl.handle.net/1942/12841-
dc.description.abstractThe 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.-
dc.language.isoen-
dc.publisherRoutledge-
dc.titleThe role of affective - motivational factors in freshmen’s study time investment-
dc.typeProceedings Paper-
local.bibliographicCitation.conferencedate7-9 December 2011-
local.bibliographicCitation.conferencenameAnnual research Conference of the Society for Research into Higher Education-
local.bibliographicCitation.conferenceplaceNew Port, South Wales, UK-
dc.identifier.epage68-
dc.identifier.spage68-
local.bibliographicCitation.jcatC2-
local.type.refereedRefereed-
local.type.specifiedProceedings Paper-
dc.bibliographicCitation.oldjcatC3-
dc.identifier.urlhttp://www.srhe.ac.uk/conference2011/index.asp-
local.bibliographicCitation.btitlePositive futures for higher education: connections, communities and criticality - SRHE Annual Conference 2011 Conference Programme & Book of Abstracts-
item.fulltextWith Fulltext-
item.accessRightsRestricted Access-
item.contributorBROECKMANS, Jan-
item.contributorMASUI, Chris-
item.contributorDOUMEN, Sarah-
item.fullcitationDOUMEN, Sarah; BROECKMANS, Jan & MASUI, Chris (2011) The role of affective - motivational factors in freshmen’s study time investment. In: Annual research Conference of the Society for Research into Higher Education, p. 68-68.-
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