Articles liés à Students' Motivation to Learn, Academic Achievement...

Students' Motivation to Learn, Academic Achievement and Academic Advising: An Exploratory Investigation - Couverture souple

Henning, Marcus

 
9783639003574: Students' Motivation to Learn, Academic Achievement and Academic Advising: An Exploratory Investigation
Couverture souple
ISBN 10 : 3639003578 ISBN 13 : 9783639003574
Editeur : VDM Verlag Dr. Müller, 2008

Synopsis

This book details an exploratory investigation into the area of academic advising and used the motivation and self-regulation literature as a theoretical backdrop. More specifically, the research presented in this book incorporated self-theory and Hirsch's (2001) multiple intervention model in its interpretation. The interview narratives suggested that students experiencing academic difficulty tend to voice more problems, to be less ready for study and to be more avoidance oriented than students not experiencing academic difficulty. The research also showed that motivation is an unstable but useful variable when considering academic achievement. Moreover, group-based study skill programmes appeared to have some impact on academic attainment, and level of choice with regard to study course options appeared to be related to intent to access individualised academic advising systems. The discussion in the book, therefore, considered the ideas of motivation, achievement and academic advising, and showed that the effectiveness of academic advising is somewhat reliant on the initial motivation of students towards their study.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

This book details an exploratory investigation into the area of academic advising and used the motivation and self-regulation literature as a theoretical backdrop. More specifically, the research presented in this book incorporated self-theory and Hirsch's (2001) multiple intervention model in its interpretation. The interview narratives suggested that students experiencing academic difficulty tend to voice more problems, to be less ready for study and to be more avoidance oriented than students not experiencing academic difficulty. The research also showed that motivation is an unstable but useful variable when considering academic achievement. Moreover, group-based study skill programmes appeared to have some impact on academic attainment, and level of choice with regard to study course options appeared to be related to intent to access individualised academic advising systems. The discussion in the book, therefore, considered the ideas of motivation, achievement and academic advising, and showed that the effectiveness of academic advising is somewhat reliant on the initial motivation of students towards their study.

Biographie de l'auteur

MARCUS HENNING (PhD (education), MA (psychology), MBus (management), DipTch) I have taught mathematics at a secondary school and psychology at the university level and I am a registered psychologist. My areas of interest include psychological assessment, mathematics education, adult learning, neuropsychology, motivation, self-regulation, and learning disabilities.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
VDM Verlag Dr. Müller
Date d'édition
2008
Langue
anglais
ISBN 10 
3639003578
ISBN 13 
9783639003574
Reliure
Broché
Nombre de pages
260
Coordonnées du fabricant
non disponible
Personne responsable
non disponible