Differences between students' estimated and attained grades in a first-year introductory psychology course as a function of identity development.
Adolescence
; 37(145): 93-107, 2002.
Article
en En
| MEDLINE
| ID: mdl-12003294
ABSTRACT
Two hundred sixty-eight first-year university students were surveyed about the state of their identity development and their perceptions regarding chances for academic success in an introductory psychology course. In general, it was found that students who had an adult identity had a more accurate assessment of their chances for success in the course and also used more efficient study strategies. Students who had not completely formed an adult identity, however, were more inaccurate in estimates of their final grades and also seemed to use less productive study strategies. It was concluded that those who have formulated an adult identity might have also developed a more complete understanding of both themselves and their situation. Implications of the findings for further research regarding the effects of identity development on university life, as well as the implications for academic intervention programs, are discussed.
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Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Psicología
/
Autoimagen
/
Logro
/
Estudiantes
Tipo de estudio:
Qualitative_research
Límite:
Adult
/
Humans
País/Región como asunto:
Oceania
Idioma:
En
Revista:
Adolescence
Año:
2002
Tipo del documento:
Article
País de afiliación:
Nueva Zelanda