Publication :
Examining perceived control level and instability as predictors of first-year college students’ academic achievement

bul.description.provenanceemo spbfr
bul.rights.dateAccepPubl2012-02-06fr
bul.rights.periodeEmbargoforeverfr
bul.rights.raisonEmbargoInfiniVersion publiée non autorisée. Pour que le document soit diffusé en libre accès, en accord avec le délai prescrit par l’éditeur de Contemporary Educational Psychology, il faudrait déposer la version acceptée pour publication, incluant toutes les modifications demandées, mais sans la mise en page de la revue. Pour ce faire, effectuez une demande de modification à l’aide de la liste des dépôts diffusés à partir du tableau de suivi.fr
bul.rights.typeDatedatePublicationfr
dc.audienceProfesseurs (Enseignement supérieur)fr
dc.audienceÉtudiantsfr
dc.audienceDoctorantsfr
dc.audiencePsychologues de l'éducationfr
dc.audience.peerreview1fr
dc.contributor.authorStupnisky, Robert H.
dc.contributor.authorPerry, Raymond P.
dc.contributor.authorGuay, Frédéric
dc.contributor.authorHall, Nathan C.
dc.date.accessioned2017-04-26T13:13:26Z
dc.date.available9999-12-31
dc.date.issued2012-02-06
dc.description.abstractThe aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and Study 2 (N = 80) daily over a 2-week period. Consistent across both studies were confirmatory factor analyses and structural equation models demonstrating significant PC instability, as well as negative correlations between intraindividual PC levels (average across measurements) and instability (standard deviation across measurements). Also, in both studies PC level positively predicted subsequent academic achievement, although no significant PC instability first-order effects were found. Both studies revealed a PC level by instability interaction, as students with high-unstable PC typically received poorer grades than high-stable PC students. Study findings highlight the importance of considering both PC level and instability, and identify a previously unknown group of first-year college students at-risk of under-achieving academically – students with high-unstable perceived control.fr
dc.identifier.doi10.1016/j.cedpsych.2012.01.001fr
dc.identifier.issn0361-476Xfr
dc.identifier.urihttp://hdl.handle.net/20.500.11794/13821
dc.languageengfr
dc.publisherElsevierfr
dc.relation.isbasedon10.1016/j.cedpsych.2012.01.001fr
dc.rightshttp://purl.org/coar/access_right/c_16ec
dc.subjectPerceived controlfr
dc.subjectInstabilityfr
dc.subjectIntraindividualfr
dc.subjectAcademic achievementfr
dc.subjectCollegefr
dc.subjectStudentsfr
dc.subject.rvmRendement scolairefr
dc.subject.rvmSuccès scolairefr
dc.subject.rvmÉtudiants -- Psychologiefr
dc.titleExamining perceived control level and instability as predictors of first-year college students’ academic achievementfr
dc.typearticle de recherche
dc.type.legacyCOAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherchefr
dcterms.bibliographicCitationContemporary educational psychology, Vol. 37 (2), 81–90 (2012)fr
dspace.accessstatus.time2023-01-28 18:02:48
dspace.entity.typePublication
relation.isAuthorOfPublication4d59946a-a35a-4e76-8f97-07470b042ddc
relation.isAuthorOfPublication527f8560-200d-40ce-9781-b1ca649df34e
relation.isAuthorOfPublication.latestForDiscovery4d59946a-a35a-4e76-8f97-07470b042ddc
relation.isResourceTypeOfPublication4c433ef5-3937-4530-8252-cca17d715747
relation.isResourceTypeOfPublication.latestForDiscovery4c433ef5-3937-4530-8252-cca17d715747
rioxxterms.project410-2007-2225fr
rioxxterms.project.funder-nameSocial Sciences and Humanities Research Council of Canadafr
rioxxterms.versionVoRfr
rioxxterms.version-of-recordhttps://doi.org/10.1016/j.cedpsych.2012.01.001fr
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