دانلود رایگان مقاله تاثیر نمرات پیش بینی شده و واقعی در مورد اهداف مطالعه

abstract

This study explores two questions regarding differences between students' anticipated and actual grades in university courses: what factors contribute to those differences arising, and which of those differences influence students' subsequent studying? The research surveyed 278 students in a first-year undergraduate business course. Students with stronger academic abilities tended to have smaller (less negative) gaps between their grades and goals, while students with higher personal control scores tended to have wider (more negative) gaps. These gaps narrowed later in the course as students' goals decreased to match their actual grades more closely. Students increased their studying if their actual grades were lower than their original goals, and/or lower than their updated goals. By contrast, the difference between students’ subjective grade goals and their objectively forecast final grades did not influence their studying intentions.

5. Discussion

5.1. Support for hypotheses Hypothesis 1 regarding studying is mostly (i.e., parts 1a and 1b) supported. Students are more likely to increase their studying if their current grades are lower than the target grades they initially set or the grades they later expect to achieve. However, differences between forecast and expected grades do not affect studying. Hypothesis 2 regarding on-going grade differences is supported. Students with the most unrealistic grade expectations near the start of the course tend to have the most unrealistic expectations near the end. Hypothesis 3 regarding personal control is supported, in that it shows significant influence on grade differences. Students with higher personal control tend to set higher goals but not achieve higher grades. Consequently, they are more prone to over-estimating their outcomes.