Academic goals, goal process cognition, and exam performance among college students

2006 ◽  
Vol 16 (3) ◽  
pp. 255-265 ◽  
Author(s):  
Morris A. Okun ◽  
Chris Fairholme ◽  
Paul Karoly ◽  
Linda S. Ruehlman ◽  
Craig Newton
Keyword(s):  
College Students ◽  
Exam Performance ◽  
Academic Goals

scholarly journals PENGARUH TEMAN SEBAYA DAN REGULASI DIRI DALAM BELAJAR PADA MAHASISWA

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Dede Sumia ◽  
Vira Sandayanti ◽  
Ade Utia Detty
Keyword(s):  
College Students ◽  
Student Learning ◽  
Peer Influence ◽  
Self Regulation ◽  
Academic Goals ◽  
Cross Sectional ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Spearman Test

ABSTRACT : PEER INFLUENCE AND SELF REGULATED LEARNING IN COLLEGE STUDENTS Self-regulated learning is an independent and active way of learning to achieve academic goals. Peers have a significant role in the development of students' ability to process information and increase learning motivation. This study aims to determine the relationship between peer influence and self-regulation in student learning. This study used a quantitative approach with a cross sectional design. The research sample consisted of 123 students of the Malahayati University Faculty of Medicine. Data analysis using the Spearman test on the SPSS 20 application with a significance level in this study was set with a value of p <0.05. The results showed a significant positive relationship between peer influence and self-regulation in student learning. The results of this study have implications related to the development of self-regulated learning through the role of peers. Keyword: Self Regulated Learning, Peer Influence, College Students  Regulasi diri dalam belajar (self regulated learning) adalah cara belajar mahasiswa aktif secara individu untuk mencapai tujuan akademik.Teman sebaya memiliki peran yang signifikan dalam perkembangan kemampuan mahasiswa memproses informasi dan meningkatkan motivasi belajar. Penelitian ini bertujuan untuk mengetahui hubungan pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan cross sectional. Sampel penelitian berjumal 123 mahasiswa Fakultas Kedokteran Universitas Malahayati. Analisis data menggunakan uji Spearman pada aplikasi SPSS 20 dengan tingkat kemaknaan pada penelitian ini ditetapkan dengan nilai p < 0,05. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Hasil penelitian ini memberikan implikasi terkait pengembangan self regulated learning melalui peran teman sebaya. Kata Kunci: Regulasi diri dalam belajar, Pengaruh Teman Sebaya, Mahasiswa

Cognitive Exercise Boosts Exam Performance in an Introductory Psychology Course

2019 ◽  
Vol 46 (2) ◽  
pp. 135-139
Author(s):  
Holly A. White ◽  
Lauren E. Highfill
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Exercise Program ◽  
Introductory Psychology ◽  
College Classroom ◽  
Exam Performance ◽  
Note Taking ◽  
Lecture Material ◽  
Cognitive Exercise ◽  
Psychology Course

The present study piloted a cognitive exercise program in a college classroom to enhance learning of lecture material. Undergraduate students enrolled in introductory psychology ( N = 68) completed variations of letter–number cancelation tasks with spoken instructions in 5-min sessions prior to lecture during four nonconsecutive class periods. Results showed significantly better exam performance on material based on lectures that followed cognitive exercise compared to lectures on nonexercise days. On an anonymous program feedback survey, students reported significantly greater levels of alertness following cognitive exercise versus before; the majority of students rated their attention to lecture and note-taking ability as above average after cognitive workouts. Although preliminary, findings suggest that cognitive exercise in the classroom may positively impact learning for college students.

Relationships among properties of college students’ self-set academic goals and academic achievement

2012 ◽  
Vol 32 (6) ◽  
pp. 681-698 ◽  
Author(s):  
Taylor W. Acee ◽  
YoonJung Cho ◽  
Jung-In Kim ◽  
Claire Ellen Weinstein
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Academic Goals

Coping, Drinking Motives, Goal Attainment Expectancies and Family Models in Relation to Alcohol Use among College Students

1996 ◽  
Vol 26 (3) ◽  
pp. 243-255 ◽  
Author(s):  
Stephanie B. Karwacki ◽  
John R. Bradley
Keyword(s):  
College Students ◽  
Alcohol Use ◽  
Goal Attainment ◽  
Problem Drinking ◽  
Drinking Motives ◽  
Academic Goals ◽  
Coping Responses ◽  
Self Blame ◽  
Positive Correlations ◽  
Family Models

Associations between coping responses, drinking motivations, expectations of meeting social and academic goals, and family of origin problem drinking and measures of college students' quantity/frequency of alcohol use and social complications of alcohol use were investigated in a sample of 218 college students. Positive associations were found between “emotion-focused” forms of coping such as detachment and the criterion measures, whereas “problem-focused coping” was not significantly associated with quantity/frequency of alcohol use or drinking complications. Positive correlations were also found between drinking motives, goal attainment expectancies and family models measures and the criterion measures. Regression models constructed for alcohol quantity/frequency and drinking complications implicated the total number of drinking motives, family models of problem drinking and the coping strategy of self-blame as strongly related to criterion measures. Positive social drinking motives and coping by seeking social support were implicated as possible protective factors.

Re-Inventing Student Services for Food-Insecure Students in an Online Environment

2021 ◽  
pp. 187-205
Author(s):  
Jennifer J. Guerra
Keyword(s):  
College Students ◽  
Academic Success ◽  
Student Services ◽  
Online Environment ◽  
Academic Goals ◽  
Limited Access ◽  
New Approaches ◽  
Global Pandemic ◽  
Delivery Of Services ◽  
The Impact

This chapter examines the need to modify, fortify, and expand student services to support food-insecure students due to the impact of the COVID-19 pandemic. In the chapter, the author surveys the existing scholarship on the importance of student services to reduce barriers to academic success for food-insecure college students. Additionally, this chapter will discuss the impact of COVID-19 on hunger and poverty and the impact on college students. Third, the researcher will survey the various approaches taken by colleges to address changes to the delivery of services due to reduced limited access, a reduction in resources, and safety protocols. Lastly, the researcher will discuss new approaches to support food insecure students during a global pandemic. This chapter concludes that colleges must refine their approaches to addressing students' needs to ensure they achieve their academic goals.

The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance

2014 ◽  
Vol 40 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Charles E. Galyon ◽  
Kyle L. Voils ◽  
Carolyn A. Blondin ◽  
Robert L. Williams
Keyword(s):  
College Students ◽  
Exam Performance

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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