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Article: Predicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning

TitlePredicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning
Authors
KeywordsReciprocal modeling
Interest
Self-concept
Issue Date2015
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning and Individual Differences, 2015, v. 38, p. 107-114 How to Cite?
AbstractAfter achievement, academic self-concept and interest are essential learning outcomes in the transition to higher education and then lifelong learning. The current study examines self-concept, instrumental goals, interest and three types of achievement in the context of English language learning at one Japanese university. First-year students (n = 381) from seven departments participated in a yearlong study, completing surveys at three time points. Course grade, pre–post standardized English language proficiency tests and a final vocabulary test were also included in modeling. The self-concept and proficiency students come to university with play a substantial role in their future motivation and achievement. Distal internally regulated goals had the overall largest predictive effect on future personal interest. A small/moderate predictive gender effect on self-concept, prior ability and distal internally regulated goals was also observed. Male students are entering university at a distinct disadvantage to female students, a trend widely observed throughout formal education. Implications for practice are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/225913
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.date.accessioned2016-05-23T08:54:53Z-
dc.date.available2016-05-23T08:54:53Z-
dc.date.issued2015-
dc.identifier.citationLearning and Individual Differences, 2015, v. 38, p. 107-114-
dc.identifier.issn1041-6080-
dc.identifier.urihttp://hdl.handle.net/10722/225913-
dc.description.abstractAfter achievement, academic self-concept and interest are essential learning outcomes in the transition to higher education and then lifelong learning. The current study examines self-concept, instrumental goals, interest and three types of achievement in the context of English language learning at one Japanese university. First-year students (n = 381) from seven departments participated in a yearlong study, completing surveys at three time points. Course grade, pre–post standardized English language proficiency tests and a final vocabulary test were also included in modeling. The self-concept and proficiency students come to university with play a substantial role in their future motivation and achievement. Distal internally regulated goals had the overall largest predictive effect on future personal interest. A small/moderate predictive gender effect on self-concept, prior ability and distal internally regulated goals was also observed. Male students are entering university at a distinct disadvantage to female students, a trend widely observed throughout formal education. Implications for practice are discussed.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif-
dc.relation.ispartofLearning and Individual Differences-
dc.rightsPosting accepted manuscript (postprint): © <year>. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.subjectReciprocal modeling-
dc.subjectInterest-
dc.subjectSelf-concept-
dc.titlePredicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2015.01.007-
dc.identifier.volume38-
dc.identifier.spage107-
dc.identifier.epage114-
dc.publisher.placeUnited Kingdom-

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