Journal
STUDIES IN HIGHER EDUCATION
Volume 38, Issue 2, Pages 285-298Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03075079.2011.585710
Keywords
student expectation; psychological contract; academic behavioural confidence; academic performance
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This study examined how expectations of independent study and academic behavioural confidence predicted end-of-semester marks in a sample of undergraduate students. Students' expectations and academic behavioural confidence were measured near the beginning of the semester, and academic performance was taken from aggregated end-of-semester marks. Results suggested that a realistic expectation of undergraduate study, where the student took responsibility for their own learning, predicted higher end-of-semester marks. Students who were confident in their ability to attain high grades and attend taught sessions also performed better in their end-of-semester marks. Confidence in attending taught sessions also buffered against the negative impact of holding an unrealistic expectation of undergraduate study. These findings suggest that measures taken to encourage a realistic expectation of the nature of undergraduate study and boost academic behavioural confidence may benefit students' performance at university.
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