How minimal grade goals and self-control capacity interact in predicting test grades


Bertrams, Alex



DOI: https://doi.org/10.1016/j.lindif.2012.07.003
URL: http://www.sciencedirect.com/science/article/pii/S...
Document Type: Article
Year of publication: 2012
The title of a journal, publication series: Learning and Individual Differences
Volume: 22
Issue number: 6
Page range: 833-838
Place of publication: Amsterdam [u.a.]
Publishing house: Elsevier
ISSN: 1041-6080
Publication language: English
Institution: School of Social Sciences > Pädagogische Psychologie (Dickhäuser)
Subject: 150 Psychology
Keywords (English): Achievement ; Goal ; Grade ; Self-control
Abstract: The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between students' minimal grade goals and their actual grades. Self-control capacity was defined as the dispositional capacity to override or alter one's dominant response tendencies. Prior to a scheduled math test, 172 vocational track students indicated their minimal grade goal for the test and completed a measure of self-control capacity. The test grade was assessed at a second time of measurement. As expected, minimal grade goals more strongly predicted the actual test grades the higher the students' self-control capacity. Implications can be seen in terms of optimizing the prediction and advancement of academic performance.

Dieser Eintrag ist Teil der Universitätsbibliographie.




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Bertrams, Alex (2012) How minimal grade goals and self-control capacity interact in predicting test grades. Learning and Individual Differences Amsterdam [u.a.] 22 6 833-838 [Article]


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