Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment
Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Perry, Raymond P. [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2005 |
|---|
| Schlagwörter: |
perceived control in college students |
|---|
| Anmerkung: |
© Springer Science+Business Media, Inc. 2005 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Research in higher education - Kluwer Academic Publishers-Human Sciences Press, 1973, 46(2005), 5 vom: Aug., Seite 535-569 |
|---|---|
| Übergeordnetes Werk: |
volume:46 ; year:2005 ; number:5 ; month:08 ; pages:535-569 |
| Links: |
|---|
| DOI / URN: |
10.1007/s11162-005-3364-4 |
|---|
| Katalog-ID: |
OLC2038584206 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | OLC2038584206 | ||
| 003 | DE-627 | ||
| 005 | 20230504024355.0 | ||
| 007 | tu | ||
| 008 | 200820s2005 xx ||||| 00| ||eng c | ||
| 024 | 7 | |a 10.1007/s11162-005-3364-4 |2 doi | |
| 035 | |a (DE-627)OLC2038584206 | ||
| 035 | |a (DE-He213)s11162-005-3364-4-p | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 082 | 0 | 4 | |a 370 |q VZ |
| 084 | |a 24,2 |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Perry, Raymond P. |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment |
| 264 | 1 | |c 2005 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ohne Hilfsmittel zu benutzen |b n |2 rdamedia | ||
| 338 | |a Band |b nc |2 rdacarrier | ||
| 500 | |a © Springer Science+Business Media, Inc. 2005 | ||
| 520 | |a Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. | ||
| 650 | 4 | |a perceived control in college students | |
| 650 | 4 | |a academic motivation and attrition | |
| 650 | 4 | |a academic achievement and scholastic development | |
| 700 | 1 | |a Hladkyj, Steven |4 aut | |
| 700 | 1 | |a Pekrun, Reinhard H. |4 aut | |
| 700 | 1 | |a Clifton, Rodney A. |4 aut | |
| 700 | 1 | |a Chipperfield, Judith G. |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Research in higher education |d Kluwer Academic Publishers-Human Sciences Press, 1973 |g 46(2005), 5 vom: Aug., Seite 535-569 |w (DE-627)129445762 |w (DE-600)196017-9 |w (DE-576)9129445760 |x 0361-0365 |7 nnns |
| 773 | 1 | 8 | |g volume:46 |g year:2005 |g number:5 |g month:08 |g pages:535-569 |
| 856 | 4 | 1 | |u https://doi.org/10.1007/s11162-005-3364-4 |z lizenzpflichtig |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_OLC | ||
| 912 | |a SSG-OLC-HSW | ||
| 912 | |a GBV_ILN_40 | ||
| 912 | |a GBV_ILN_4012 | ||
| 912 | |a GBV_ILN_4193 | ||
| 951 | |a AR | ||
| 952 | |d 46 |j 2005 |e 5 |c 08 |h 535-569 | ||
| author_variant |
r p p rp rpp s h sh r h p rh rhp r a c ra rac j g c jg jgc |
|---|---|
| matchkey_str |
article:03610365:2005----::ecieaaeicnrlnfiuenolgsuetaheyasuy |
| hierarchy_sort_str |
2005 |
| publishDate |
2005 |
| allfields |
10.1007/s11162-005-3364-4 doi (DE-627)OLC2038584206 (DE-He213)s11162-005-3364-4-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Perry, Raymond P. verfasserin aut Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment 2005 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, Inc. 2005 Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. perceived control in college students academic motivation and attrition academic achievement and scholastic development Hladkyj, Steven aut Pekrun, Reinhard H. aut Clifton, Rodney A. aut Chipperfield, Judith G. aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 46(2005), 5 vom: Aug., Seite 535-569 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:46 year:2005 number:5 month:08 pages:535-569 https://doi.org/10.1007/s11162-005-3364-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4193 AR 46 2005 5 08 535-569 |
| spelling |
10.1007/s11162-005-3364-4 doi (DE-627)OLC2038584206 (DE-He213)s11162-005-3364-4-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Perry, Raymond P. verfasserin aut Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment 2005 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, Inc. 2005 Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. perceived control in college students academic motivation and attrition academic achievement and scholastic development Hladkyj, Steven aut Pekrun, Reinhard H. aut Clifton, Rodney A. aut Chipperfield, Judith G. aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 46(2005), 5 vom: Aug., Seite 535-569 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:46 year:2005 number:5 month:08 pages:535-569 https://doi.org/10.1007/s11162-005-3364-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4193 AR 46 2005 5 08 535-569 |
| allfields_unstemmed |
10.1007/s11162-005-3364-4 doi (DE-627)OLC2038584206 (DE-He213)s11162-005-3364-4-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Perry, Raymond P. verfasserin aut Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment 2005 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, Inc. 2005 Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. perceived control in college students academic motivation and attrition academic achievement and scholastic development Hladkyj, Steven aut Pekrun, Reinhard H. aut Clifton, Rodney A. aut Chipperfield, Judith G. aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 46(2005), 5 vom: Aug., Seite 535-569 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:46 year:2005 number:5 month:08 pages:535-569 https://doi.org/10.1007/s11162-005-3364-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4193 AR 46 2005 5 08 535-569 |
| allfieldsGer |
10.1007/s11162-005-3364-4 doi (DE-627)OLC2038584206 (DE-He213)s11162-005-3364-4-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Perry, Raymond P. verfasserin aut Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment 2005 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, Inc. 2005 Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. perceived control in college students academic motivation and attrition academic achievement and scholastic development Hladkyj, Steven aut Pekrun, Reinhard H. aut Clifton, Rodney A. aut Chipperfield, Judith G. aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 46(2005), 5 vom: Aug., Seite 535-569 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:46 year:2005 number:5 month:08 pages:535-569 https://doi.org/10.1007/s11162-005-3364-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4193 AR 46 2005 5 08 535-569 |
| allfieldsSound |
10.1007/s11162-005-3364-4 doi (DE-627)OLC2038584206 (DE-He213)s11162-005-3364-4-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Perry, Raymond P. verfasserin aut Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment 2005 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, Inc. 2005 Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. perceived control in college students academic motivation and attrition academic achievement and scholastic development Hladkyj, Steven aut Pekrun, Reinhard H. aut Clifton, Rodney A. aut Chipperfield, Judith G. aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 46(2005), 5 vom: Aug., Seite 535-569 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:46 year:2005 number:5 month:08 pages:535-569 https://doi.org/10.1007/s11162-005-3364-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4193 AR 46 2005 5 08 535-569 |
| language |
English |
| source |
Enthalten in Research in higher education 46(2005), 5 vom: Aug., Seite 535-569 volume:46 year:2005 number:5 month:08 pages:535-569 |
| sourceStr |
Enthalten in Research in higher education 46(2005), 5 vom: Aug., Seite 535-569 volume:46 year:2005 number:5 month:08 pages:535-569 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
perceived control in college students academic motivation and attrition academic achievement and scholastic development |
| dewey-raw |
370 |
| isfreeaccess_bool |
false |
| container_title |
Research in higher education |
| authorswithroles_txt_mv |
Perry, Raymond P. @@aut@@ Hladkyj, Steven @@aut@@ Pekrun, Reinhard H. @@aut@@ Clifton, Rodney A. @@aut@@ Chipperfield, Judith G. @@aut@@ |
| publishDateDaySort_date |
2005-08-01T00:00:00Z |
| hierarchy_top_id |
129445762 |
| dewey-sort |
3370 |
| id |
OLC2038584206 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2038584206</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230504024355.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200820s2005 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s11162-005-3364-4</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2038584206</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s11162-005-3364-4-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">24,2</subfield><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Perry, Raymond P.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2005</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer Science+Business Media, Inc. 2005</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">perceived control in college students</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">academic motivation and attrition</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">academic achievement and scholastic development</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Hladkyj, Steven</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Pekrun, Reinhard H.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Clifton, Rodney A.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Chipperfield, Judith G.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Research in higher education</subfield><subfield code="d">Kluwer Academic Publishers-Human Sciences Press, 1973</subfield><subfield code="g">46(2005), 5 vom: Aug., Seite 535-569</subfield><subfield code="w">(DE-627)129445762</subfield><subfield code="w">(DE-600)196017-9</subfield><subfield code="w">(DE-576)9129445760</subfield><subfield code="x">0361-0365</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:46</subfield><subfield code="g">year:2005</subfield><subfield code="g">number:5</subfield><subfield code="g">month:08</subfield><subfield code="g">pages:535-569</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/s11162-005-3364-4</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-HSW</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4193</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">46</subfield><subfield code="j">2005</subfield><subfield code="e">5</subfield><subfield code="c">08</subfield><subfield code="h">535-569</subfield></datafield></record></collection>
|
| author |
Perry, Raymond P. |
| spellingShingle |
Perry, Raymond P. ddc 370 ssgn 24,2 misc perceived control in college students misc academic motivation and attrition misc academic achievement and scholastic development Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment |
| authorStr |
Perry, Raymond P. |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)129445762 |
| format |
Article |
| dewey-ones |
370 - Education |
| delete_txt_mv |
keep |
| author_role |
aut aut aut aut aut |
| collection |
OLC |
| remote_str |
false |
| illustrated |
Not Illustrated |
| issn |
0361-0365 |
| topic_title |
370 VZ 24,2 5,3 ssgn Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment perceived control in college students academic motivation and attrition academic achievement and scholastic development |
| topic |
ddc 370 ssgn 24,2 misc perceived control in college students misc academic motivation and attrition misc academic achievement and scholastic development |
| topic_unstemmed |
ddc 370 ssgn 24,2 misc perceived control in college students misc academic motivation and attrition misc academic achievement and scholastic development |
| topic_browse |
ddc 370 ssgn 24,2 misc perceived control in college students misc academic motivation and attrition misc academic achievement and scholastic development |
| format_facet |
Aufsätze Gedruckte Aufsätze |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
nc |
| hierarchy_parent_title |
Research in higher education |
| hierarchy_parent_id |
129445762 |
| dewey-tens |
370 - Education |
| hierarchy_top_title |
Research in higher education |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 |
| title |
Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment |
| ctrlnum |
(DE-627)OLC2038584206 (DE-He213)s11162-005-3364-4-p |
| title_full |
Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment |
| author_sort |
Perry, Raymond P. |
| journal |
Research in higher education |
| journalStr |
Research in higher education |
| lang_code |
eng |
| isOA_bool |
false |
| dewey-hundreds |
300 - Social sciences |
| recordtype |
marc |
| publishDateSort |
2005 |
| contenttype_str_mv |
txt |
| container_start_page |
535 |
| author_browse |
Perry, Raymond P. Hladkyj, Steven Pekrun, Reinhard H. Clifton, Rodney A. Chipperfield, Judith G. |
| container_volume |
46 |
| class |
370 VZ 24,2 5,3 ssgn |
| format_se |
Aufsätze |
| author-letter |
Perry, Raymond P. |
| doi_str_mv |
10.1007/s11162-005-3364-4 |
| dewey-full |
370 |
| title_sort |
perceived academic control and failure in college students: a three-year study of scholastic attainment |
| title_auth |
Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment |
| abstract |
Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. © Springer Science+Business Media, Inc. 2005 |
| abstractGer |
Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. © Springer Science+Business Media, Inc. 2005 |
| abstract_unstemmed |
Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. © Springer Science+Business Media, Inc. 2005 |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_4012 GBV_ILN_4193 |
| container_issue |
5 |
| title_short |
Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment |
| url |
https://doi.org/10.1007/s11162-005-3364-4 |
| remote_bool |
false |
| author2 |
Hladkyj, Steven Pekrun, Reinhard H. Clifton, Rodney A. Chipperfield, Judith G. |
| author2Str |
Hladkyj, Steven Pekrun, Reinhard H. Clifton, Rodney A. Chipperfield, Judith G. |
| ppnlink |
129445762 |
| mediatype_str_mv |
n |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1007/s11162-005-3364-4 |
| up_date |
2024-07-03T19:26:26.411Z |
| _version_ |
1803587196205137920 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2038584206</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230504024355.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200820s2005 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s11162-005-3364-4</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2038584206</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s11162-005-3364-4-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">24,2</subfield><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Perry, Raymond P.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2005</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer Science+Business Media, Inc. 2005</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">perceived control in college students</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">academic motivation and attrition</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">academic achievement and scholastic development</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Hladkyj, Steven</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Pekrun, Reinhard H.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Clifton, Rodney A.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Chipperfield, Judith G.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Research in higher education</subfield><subfield code="d">Kluwer Academic Publishers-Human Sciences Press, 1973</subfield><subfield code="g">46(2005), 5 vom: Aug., Seite 535-569</subfield><subfield code="w">(DE-627)129445762</subfield><subfield code="w">(DE-600)196017-9</subfield><subfield code="w">(DE-576)9129445760</subfield><subfield code="x">0361-0365</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:46</subfield><subfield code="g">year:2005</subfield><subfield code="g">number:5</subfield><subfield code="g">month:08</subfield><subfield code="g">pages:535-569</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/s11162-005-3364-4</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-HSW</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4193</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">46</subfield><subfield code="j">2005</subfield><subfield code="e">5</subfield><subfield code="c">08</subfield><subfield code="h">535-569</subfield></datafield></record></collection>
|
| score |
7.3995867 |