메뉴 건너뛰기




Volumn 20, Issue 1, 2008, Pages 42-68

Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study

Author keywords

[No Author keywords available]

Indexed keywords


EID: 79251560893     PISSN: 1932202X     EISSN: 21629536     Source Type: Journal    
DOI: 10.4219/jaa-2008-867     Document Type: Article
Times cited : (195)

References (42)
  • 2
    • 70349598865 scopus 로고    scopus 로고
    • Self-regulation of learning and test anxiety
    • Bembenutty H., (2008). Self-regulation of learning and test anxiety. Psychology Journal, 5, 122–139
    • (2008) Psychology Journal , vol.5 , pp. 122-139
    • Bembenutty, H.1
  • 4
    • 0035180710 scopus 로고    scopus 로고
    • Role of self-efficacy and task-value in predicting college students' course performance and future enrollment intentions
    • Bong M., (2001). Role of self-efficacy and task-value in predicting college students' course performance and future enrollment intentions. Contemporary Educational Psychology, 26, 553–570
    • (2001) Contemporary Educational Psychology , vol.26 , pp. 553-570
    • Bong, M.1
  • 5
    • 0001657847 scopus 로고
    • Effect of time-management practices on college grades
    • Britton B., Tesser A., (1991). Effect of time-management practices on college grades. Journal of Educational Psychology, 83, 405–410
    • (1991) Journal of Educational Psychology , vol.83 , pp. 405-410
    • Britton, B.1    Tesser, A.2
  • 7
    • 0035586461 scopus 로고    scopus 로고
    • Academic self-efficacy and first-year college student performance adjustment
    • Chemers M., Hu L., Garcia B. F., (2001). Academic self-efficacy and first-year college student performance adjustment. Journal of Educational Psychology, 93, 55–64
    • (2001) Journal of Educational Psychology , vol.93 , pp. 55-64
    • Chemers, M.1    Hu, L.2    Garcia, B.F.3
  • 10
    • 17744376620 scopus 로고    scopus 로고
    • Predictors of young adolescents' math grades and course enrollment intentions: Gender similarities and differences
    • Crombie G., Sinclair N., Silverthorn N., Byrne B., DuBois D., Trinneer A., (2005). Predictors of young adolescents' math grades and course enrollment intentions: Gender similarities and differences. Sex Roles, 52, 351–367
    • (2005) Sex Roles , vol.52 , pp. 351-367
    • Crombie, G.1    Sinclair, N.2    Silverthorn, N.3    Byrne, B.4    DuBois, D.5    Trinneer, A.6
  • 11
    • 32344437581 scopus 로고    scopus 로고
    • Predictors of academic achievement and retention among college freshmen: A longitudinal study
    • DeBerard M. S., Spielmans G. I., Julka D. L., (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38, 66–80
    • (2004) College Student Journal , vol.38 , pp. 66-80
    • DeBerard, M.S.1    Spielmans, G.I.2    Julka, D.L.3
  • 12
    • 33746364564 scopus 로고    scopus 로고
    • Subjective task value and the Eccles et al. model of achievement-related choices
    • Elliot A.J., Dweck C.S., (eds), New York, Guilford, (Eds.), (., –
    • Eccles J. S., (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In Elliot A. J., Dweck C. S., (Eds.), Handbook of competence and motivation (pp. 105–121). New York: Guilford
    • (2005) Handbook of competence and motivation , pp. 105-121
    • Eccles, J.S.1
  • 13
    • 1542332338 scopus 로고    scopus 로고
    • An exploratory study of academic goal setting, achievement calibration and self-regulated learning
    • Garavalia L. S., Gredler M. E., (2002). An exploratory study of academic goal setting, achievement calibration and self-regulated learning. Journal of Instructional Psychology, 29, 221–231
    • (2002) Journal of Instructional Psychology , vol.29 , pp. 221-231
    • Garavalia, L.S.1    Gredler, M.E.2
  • 14
    • 2642553385 scopus 로고    scopus 로고
    • Assessing time management skills as an important aspect of student learning: The construction and evaluation of a time management scale with Spanish high school students
    • Garcia-Ros R., Perez-Gonzalez F., Hinojosa E., (2004). Assessing time management skills as an important aspect of student learning: The construction and evaluation of a time management scale with Spanish high school students. School Psychology International, 25, 167–183
    • (2004) School Psychology International , vol.25 , pp. 167-183
    • Garcia-Ros, R.1    Perez-Gonzalez, F.2    Hinojosa, E.3
  • 15
    • 35948944989 scopus 로고    scopus 로고
    • Skills, learning styles and success of first-year undergraduates
    • Goldfinch J., Hughes M., (2007). Skills, learning styles and success of first-year undergraduates. Active Learning in Higher Education, 8, 259–273
    • (2007) Active Learning in Higher Education , vol.8 , pp. 259-273
    • Goldfinch, J.1    Hughes, M.2
  • 16
    • 4444354987 scopus 로고    scopus 로고
    • Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation
    • Greene B. A., Miller R. B., Crowson H. M., Duke B. L., Akey K. L., (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 462-482
    • Greene, B.A.1    Miller, R.B.2    Crowson, H.M.3    Duke, B.L.4    Akey, K.L.5
  • 18
    • 51749085264 scopus 로고    scopus 로고
    • Gender, competence, and motivation
    • Elliot A.J., Dweck C.S., (eds), New York, Guilford, (Eds.), (., –
    • Hyde J. S., Durik A. M., (2005). Gender, competence, and motivation. In Elliot A. J., Dweck C. S., (Eds.), Handbook of competence and motivation (pp. 375–391). New York: Guilford
    • (2005) Handbook of competence and motivation , pp. 375-391
    • Hyde, J.S.1    Durik, A.M.2
  • 19
    • 84897824483 scopus 로고    scopus 로고
    • Test preparation and test performance: A self-regulatory analysis
    • Kitsantas A., (2002). Test preparation and test performance: A self-regulatory analysis. Journal of Experimental Education, 41, 231–240
    • (2002) Journal of Experimental Education , vol.41 , pp. 231-240
    • Kitsantas, A.1
  • 21
    • 77956636974 scopus 로고    scopus 로고
    • Confronting challenges: Motivational beliefs and learning strategies in difficult college courses
    • Lynch D. J., (2008). Confronting challenges: Motivational beliefs and learning strategies in difficult college courses. College Student Journal, 42, 416–421
    • (2008) College Student Journal , vol.42 , pp. 416-421
    • Lynch, D.J.1
  • 22
  • 24
    • 0001542522 scopus 로고
    • Two types of test-anxious students: Further support for an information processing model
    • Naveh-Benjamin M., McKeachie W. J., Lin Y.-G., (1987). Two types of test-anxious students: Further support for an information processing model. Journal of Educational Psychology, 79, 131–136
    • (1987) Journal of Educational Psychology , vol.79 , pp. 131-136
    • Naveh-Benjamin, M.1    McKeachie, W.J.2    Lin, Y.-G.3
  • 25
    • 34548829089 scopus 로고    scopus 로고
    • Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores
    • Noftle E. E., Robins R. W., (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93, 116–130
    • (2007) Journal of Personality and Social Psychology , vol.93 , pp. 116-130
    • Noftle, E.E.1    Robins, R.W.2
  • 26
    • 33745767096 scopus 로고    scopus 로고
    • Where does the time go? A diary approach to business and marketing students' time use
    • Nonis S. A., Philhours M. J., Hudson G. I., (2006). Where does the time go? A diary approach to business and marketing students' time use. Journal of Marketing Education, 28, 121–134
    • (2006) Journal of Marketing Education , vol.28 , pp. 121-134
    • Nonis, S.A.1    Philhours, M.J.2    Hudson, G.I.3
  • 27
    • 84920665813 scopus 로고    scopus 로고
    • Motivational role of self-efficacy beliefs in self-regulated learning
    • Schunk D.H., Zimmerman B.J., (eds), Mahwah, NJ, Lawrence Erlbaum Associates, (Eds.), (., –
    • Pajares F., (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In Schunk D. H., Zimmerman B. J., (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 111–139). Mahwah, NJ: Lawrence Erlbaum Associates
    • (2008) Motivation and self-regulated learning: Theory, research, and applications , pp. 111-139
    • Pajares, F.1
  • 28
    • 33846497129 scopus 로고    scopus 로고
    • The self and academic motivation: Theory and research after the cognitive revolution
    • Royer J.M., (ed), Greenwich, CT, Information Age, (Ed.), (., –
    • Pajares F., Schunk D. H., (2005). The self and academic motivation: Theory and research after the cognitive revolution. In Royer J. M., (Ed.), The impact of the cognitive revolution on educational psychology (pp. 165–198). Greenwich, CT: Information Age
    • (2005) The impact of the cognitive revolution on educational psychology , pp. 165-198
    • Pajares, F.1    Schunk, D.H.2
  • 29
  • 30
    • 33845580602 scopus 로고    scopus 로고
    • Predicting academic achievement with cognitive ability
    • Rhode T. E., Thompson L. A., (2007) Predicting academic achievement with cognitive ability. Intelligence, 35, 83–92
    • (2007) Intelligence , vol.35 , pp. 83-92
    • Rhode, T.E.1    Thompson, L.A.2
  • 33
    • 0002278354 scopus 로고
    • Anxiety and academic performance: A meta-analysis of findings
    • Seipp B., (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4, 27–41
    • (1991) Anxiety Research , vol.4 , pp. 27-41
    • Seipp, B.1
  • 35
    • 0036445657 scopus 로고    scopus 로고
    • Group data on high school grade point averages and scores on academic aptitude tests as predictors of institutional graduation rates
    • Stumpf H., Stanley J. C., (2002). Group data on high school grade point averages and scores on academic aptitude tests as predictors of institutional graduation rates. Educational and Psychological Measurement, 62, 1042–1052
    • (2002) Educational and Psychological Measurement , vol.62 , pp. 1042-1052
    • Stumpf, H.1    Stanley, J.C.2
  • 36
    • 0141642243 scopus 로고    scopus 로고
    • The effect of learning and motivation strategies on college students' achievement
    • Tuckman B. W., (2003). The effect of learning and motivation strategies on college students' achievement. Journal of College Student Development, 44, 430–437
    • (2003) Journal of College Student Development , vol.44 , pp. 430-437
    • Tuckman, B.W.1
  • 39
    • 0000861551 scopus 로고
    • A social cognitive view of self-regulated academic learning
    • Zimmerman B., (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339
    • (1989) Journal of Educational Psychology , vol.81 , pp. 329-339
    • Zimmerman, B.1
  • 40
    • 43449127813 scopus 로고    scopus 로고
    • Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects
    • Zimmerman B., (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183
    • (2008) American Educational Research Journal , vol.45 , pp. 166-183
    • Zimmerman, B.1
  • 41
    • 84920704144 scopus 로고    scopus 로고
    • Motivation: An essential dimension of self-regulated learning
    • Schunk D.H., Zimmerman B.J., (eds), Mahwah, NJ, Lawrence Erlbaum Associates, (Eds.), (., –
    • Zimmerman B. J., Schunk D. H., (2008). Motivation: An essential dimension of self-regulated learning. In Schunk D. H., Zimmerman B. J., (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1–30). Mahwah, NJ: Lawrence Erlbaum Associates
    • (2008) Motivation and self-regulated learning: Theory, research, and applications , pp. 1-30
    • Zimmerman, B.J.1    Schunk, D.H.2
  • 42
    • 27144461136 scopus 로고    scopus 로고
    • Predicting college grades and degree completion using high school grades and SAT scores: The role of student ethnicity and first language
    • Zwick R., Sklar J. C., (2005). Predicting college grades and degree completion using high school grades and SAT scores: The role of student ethnicity and first language. American Educational Research Journal, 42, 439–464
    • (2005) American Educational Research Journal , vol.42 , pp. 439-464
    • Zwick, R.1    Sklar, J.C.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.