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

Bertrams, Alex (2012). How minimal grade goals and self-control capacity interact in predicting test grades. Learning and Individual Differences, 22(6), pp. 833-838. Elsevier 10.1016/j.lindif.2012.07.003

[img] Text
How minimal grade goals and self-control capacity_Bertrams.pdf - Published Version
Restricted to registered users only
Available under License Publisher holds Copyright.

Download (208kB) | Request a copy

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.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > Educational Psychology
07 Faculty of Human Sciences > Institute of Education

UniBE Contributor:

Bertrams, Alexander Gregor

Subjects:

300 Social sciences, sociology & anthropology > 370 Education
100 Philosophy > 150 Psychology

ISSN:

1041-6080

Publisher:

Elsevier

Language:

English

Submitter:

Noemi Martina Casola

Date Deposited:

12 Mar 2015 16:25

Last Modified:

27 Sep 2017 07:29

Publisher DOI:

10.1016/j.lindif.2012.07.003

BORIS DOI:

10.7892/boris.64327

URI:

https://boris.unibe.ch/id/eprint/64327

Actions (login required)

Edit item Edit item
Provide Feedback