Perceived (Academic) Control and Scholastic Attainment in Higher Education

2007 ◽  
pp. 477-551 ◽  
Author(s):  
Raymond P. Perry ◽  
Nathan C. Hall ◽  
Joelle C. Ruthig
Keyword(s):  
Higher Education ◽  
Perceived Academic Control ◽  
Academic Control

Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health

2008 ◽  
Vol 12 (2) ◽  
pp. 233-249 ◽  
Author(s):  
Joelle C. Ruthig ◽  
Tara L. Haynes ◽  
Robert H. Stupnisky ◽  
Raymond P. Perry
Keyword(s):  
Social Support ◽  
College Students ◽  
Psychological Health ◽  
Perceived Academic Control ◽  
Academic Control

A three-phase examination of academic comparative optimism and perceived academic control

2009 ◽  
Vol 19 (4) ◽  
pp. 435-439 ◽  
Author(s):  
Joelle C. Ruthig ◽  
Bridget L. Hanson ◽  
Joanna M. Marino
Keyword(s):  
Comparative Optimism ◽  
Three Phase ◽  
Perceived Academic Control ◽  
Academic Control

scholarly journals The Relevance of Learning Approaches and the Temporal Perspective for Test-Taking

2019 ◽  
Author(s):  
Andreja Bubić
Keyword(s):  
Achievement Goals ◽  
Social Solidarity ◽  
Present Moment ◽  
Learning Approaches ◽  
Temporal Perspective ◽  
Mastery Goals ◽  
Test Taking ◽  
Perceived Academic Control ◽  
Academic Control ◽  
The Way

Test-taking is an integral part of students’ lives, and the way they approach tests may be of high relevance for their academic outcomes. Therefore, the present study addressed the way college students reflect on the process of preparing for tests. Specifically, it investigated the relevance of students' achievement goals, perceived academic control, and consideration of future consequences for several aspects of the test-taking process. The results obtained revealed mastery goals, perceived academic control, and the ability to disengage from the present moment as significant predictors of students’ satisfaction with knowledge. Furthermore, higher success optimism was associated with having higher perceived academic control, more pronounced mastery goals, less pronounced social solidarity goals, and a higher tendency to focus on the future, whereas perceived academic control was revealed to be a significant predictor of the perceived ease of preparing for tests.

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