› › The Role Of Academic Help Seeking Attitudes Achievement Goal Orientations And Dissertation Self Efficacy In Dissertation Progress

The Role of Academic Help-Seeking Attitudes, Achievement Goal Orientations, and Dissertation Self-Efficacy in Dissertation Progress

Author : Tisha Stoll Colvin

Publisher :

Page : pages

File Size : 36,15 MB

Release : 2012

Category :

ISBN :

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Book Description

The current study explored socialization variables (academic discipline, part-time versus full-time enrollment status, and student involvement with research and teaching assistantships) and educational psychological variables (academic help-seeking attitudes, achievement goal orientations, and dissertation self-efficacy) in relation to dissertation progress. The primary research questions were 1) What is the unique relationship between the educational psychological variables of academic help-seeking attitudes, achievement goal orientations, dissertation self-efficacy, and dissertation progress over and above the socialization variables of academic discipline, enrollment status, and student involvement in research and teaching assistantships? 2) Is there a significant difference between the academic help-seeking attitudes of PhD candidates and PhD graduates? 3) Is there a significant difference in academic help-seeking attitudes, achievement goal orientations, dissertation self-efficacy, and dissertation progress based on academic discipline using Holland's theory? Participants were two groups (N = 445) from 92 academic majors and 46 invited universities across the United States: PhD candidates (N = 236) who had completed coursework, passed oral and written comprehensive exams and were currently enrolled in a PhD program; and PhD graduates (N = 209) who had earned their degrees. The two groups were further divided into the Holland categories of Artistic, Enterprising, Investigative, and Social categories. Respondents completed an on-line survey consisting of 3 previously-validated questionnaires with minimal word modification. Results for queston 1 revealed dissertation self-efficacy to significantly and positively predict dissertation progress over and above teaching assistanships. Further analyses revealed performance-approach and help-seeking approach to significantly and positively predict dissertation self-efficacy. Results for question 2 revealed no significant difference between the academic help-seeking attitudes of PhD candidates and PhD graduates. Results for question 3 revealed that physical and life sciences PhD candidates (Holland category of Investigative) significantly differed from social sciences PhD candidates (Holland category of Social) and had higher means for mastery and performance-approach. Implications of this study are addressed. .







Help Seeking in Academic Settings

Author : Stuart A. Karabenick

Publisher : Routledge

Page : 335 pages

File Size : 46,48 MB

Release : 2013-01-11

Category : Education

ISBN : 1135810516

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Book Description

Building on Karabenick’s earlier volume on this topic and maintaining its high standards of scholarship and intellectual rigor, Help Seeking in Academic Settings: Goals, Groups, and Contexts brings together contemporary work that is theoretically as well as practically important. It highlights current trends in the area and gives expanded attention to applications to teaching and learning. The contributors represent an internationally recognized group of scholars and researchers who provide depth of analysis and breadth of coverage. Help seeking is currently considered an important learning strategy that is linked to students’ achievement goals and academic performance. This volume not only provides answers to who, why, and when learners seek help, but raises questions for readers to consider for future research. Chapters examine: *help seeking as a self-regulated learning strategy and its relationship to achievement goal theory; *help seeking in collaborative groups; *culture and help seeking in K-12 and college contexts; *help seeking and academic support services (such as academic advising centers); *help seeking in computer-based interactive learning environments; *help seeking in response to peer harassment at school; and *help seeking in non-academic settings such as the workplace. This book is intended for researchers, academic support personnel,and graduate students across the field of educational psychology, particularly those interested in student motivation and self-regulation.





Academic Self-efficacy in Education

Author : Myint Swe Khine

Publisher : Springer Nature

Page : 257 pages

File Size : 28,40 MB

Release : 2022-03-07

Category : Education

ISBN : 9811682402

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Book Description

This book documents systematic, prodigious and multidisciplinary research in the nature and role of academic self-efficacy, and identifies areas for future research directions within the three sections of the book: 'Assessment and Measurement of Academic Self-efficacy', 'Empirical Studies on What Shapes Academic Self-efficacy', and 'Empirical Studies on Influence of Academic Self-efficacy'. The book presents works by educators and researchers in the field from various parts of the world, highlighting advances, creative and unique approaches, and innovative methods. It examines discussions around the theoretical and practical aspects of academic self-efficacy in culturally and linguistically-diverse educational contexts. This book also showcases work based on classical and modern test theory methods, mediation and moderation analysis, multi-level modelling approaches, and qualitative analyses.



Self-Regulated Learning and Academic Achievement

Author : Barry J. Zimmerman

Publisher : Routledge

Page : 316 pages

File Size : 41,81 MB

Release : 2013-05-13

Category : Education

ISBN : 1135659141

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Book Description

This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.



Help Seeking in Academic Settings

Author : Stuart A. Karabenick

Publisher : Psychology Press

Page : 335 pages

File Size : 31,40 MB

Release : 2006

Category : Education

ISBN : 0805852190

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Book Description

First Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.



The Relationship Between Goal Orientation and Academic Achievement

Author : Majid Barzegar

Publisher :

Page : 4 pages

File Size : 32,92 MB

Release : 2012

Category :

ISBN :

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Book Description

The purpose of this study is to investigate the mediation role of self regulated learning strategies in relationship between goal orientation and Academic Achievement. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), study strategies (metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. Two hundred sixty first-year psychology students cooperated in this study. They were assessed on achievement goal orientations using achievement goals questionnaire devised by Elliot and Church (1997) and self regulated learning strategies using The Motivated Strategies for Learning questionnaire (MSLQ) devised by Pintrich et al. (1991) for analysis of data uses multivariate regression and path analysis methods. The results show positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on academic achievement. (Contains 1 table and 1 figure.).



Knowledge Monitoring, Goal Orientations, Self-efficacy, and Academic Performance

Author : Ibrahim S. Al-Harthy

Publisher :

Page : 88 pages

File Size : 49,10 MB

Release : 2011

Category : Academic achievement

ISBN :

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Book Description

The purpose of this study was to examine the relationship between knowledge monitoring and motivation as defined by self-efficacy and goal orientations. A path model was proposed to hypothesize the causal relations among predictors of the students' total score in the Educational Psychology course. A correlational design was used for the current study. The sample consisted of undergraduate students enrolled in two sections of the Educational Psychology course at Kent State University. The data collection process took place during two semesters (Fall 2010 and Spring 2011). Subjects completed the knowledge monitoring accuracy (KMA) and combined scale of self-efficacy and goal orientations online. Students' total exam score was used to operationalize academic performance. One instructor taught the Educational Psychology course during both semesters. Results of the study confirmed the positive correlations between knowledge monitoring, self-efficacy, mastery goals, and total exam score. The path analysis revealed that two predictors had significant direct effects on total score, knowledge monitoring (beta =.308) and mastery goals (beta = .231). Self-efficacy had a significant direct effect on mastery goals (beta = .456). Although self-efficacy significantly correlated with total score, the parameter between self-efficacy and total score was not significant (beta = .071). Knowledge monitoring did not significantly correlate with self-efficacy and mastery goals. The path analysis revealed no significant exogenous parameters from or to performance goals. The current study provided some insights in understanding the relationship between knowledge monitoring and motivation as defined by self-efficacy and goal orientations. Recommendations and suggestions for future research were discussed.