TY - JOUR
AU - Pelletier, Sarah T.
AB - A contradiction to the typical pattern of academic success occurs when bright, enthusiastic high school students fail after entering university. Two measures, perceived academic control and action control (i.e., preoccupation with failure) were administered to 524 college students at the beginning of a 2-semester course. Achievement-related cognitions, emotions, motivation, and final grades were measured at the end of the course. High-academic-control students exerted more effort, reported less boredom and anxiety, were more motivated, used self-monitoring strategies more often, felt more in control of their course assignments and of life in general, believed they performed better, and obtained higher final grades. Failure-preoccupied students received higher final grades, which corroborated their self-reported performance. Of note, high-control, high-failure-preoccupied students outperformed the other 3 groups by 1 to 2 letter grades.
TI - Academic Control and Action Control in the Achievement of College Students: A Longitudinal Field Study
JF - Journal of Educational Psychology
DO - 10.1037/0022-0663.93.4.776
DA - 2001-12-01
UR - https://www.deepdyve.com/lp/american-psychological-association/academic-control-and-action-control-in-the-achievement-of-college-AuLuQ0ViFI
SP - 776
EP - 789
VL - 93
IS - 4
DP - DeepDyve
ER -