学位论文摘要

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1、Assessing the influence of self-efficacy,

metacognition, and personality traits on at-risk college students' academic performance and persistence.

出版号:3151957

作者: Laskey, Marcia L.

学校: Cardinal Stritch University. 学位: Ed.D.

指导老师: Recht, Donna,eadvisor

学科: Education,Higher.

来源: Dissertation Abstracts International 出版日期: 2004 ISBN: 0496120239 语言: English

摘要

The problem under investigation in this study concerns the motivational and personality factors that both positively and negatively affect the achievement and retention of "at-risk" college students. At-risk students present a problem for colleges because they are difficult to retain； therefore, studying the factors that affect their academic performance is paramount in learning how to assist these students in attaining a successful college career. At-risk students rank below the 50th percentile in the following areas: the American College Test ACT) and the Scholastic Aptitude Test SAT) scores, college placement scores, and high school grade point average GPA). The 105 subjects who participated in this study were enrolled in a small Midwestern University, ranged in age from 18--59, and included both genders. The researcher collected the data through personal interviews and the use of two questionnaires, The Motivated Strategies Learning Questionnaire and The NEO Five-Factor Inventory NEO-FFI). The NEO-FFI included the following factors: Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness. The researcher used the interviews and questionnaires to assess the effects of three variables, self-efficacy, metacognition, and personality traits on the performance and retention of at-risk college students. The researcher used, ANOVA, MANOVA, standard Multiple Regression and the Pearson Correlation Coefficient to determine the effect of the three variables on at-risk college students. Upon completion of this study, the researchers conclusions showed that self-efficacy, metacognition and the personality trait of Conscientiousness are important factors that influence at-risk college students academic achievement and retention. Thus, colleges who admit at-risk students need to establish possible interventions and programs that will assist them in their endeavors of achieving academic success.

2、Antipathies and attribution: The effects on self-esteem,


self-efficacy, and task persistence.

出版号:1491086

作者: Saxon, Caroline Ruth.

学校: Mississippi State University.bPsychology. 学位: M.S. 指导老师:

Sinclair, H. Colleen,eadvisorAdams-Price, Carolynecommittee memberMcKenny, Cliffecommittee member

学科: Psychology,Clinical.

来源: Masters Abstracts International 出版日期: 2011

ISBN: 9781124589183 语言: English

摘要

This study looked at how antipathies and the attributions made to our enemies concerning the outcomes of important life events affect one's self-esteem, self-efficacy, and task persistence. The results did not support either of the two hypotheses studied. However, it was found that those who succeeded persisted longer on the provided task when attributing the success to their enemy. This could be due to participants believing that they could show up the antipathy, giving them someone to compete against, which in turn lead to higher task persistence. Also, it was found that those who made external attributions while involved with an antipathy got more items correct on the task provided. Making external attributions for events could lead to a desire to prove oneself and in turn increase task persistence.

3、

Differences in self-concept, racial identity,

self-efficacy, resilience, and achievement among

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