First - Semester Grades, Thought Modes, and Undergraduate Persistence  

Oleh:

Bank, Barbara J. ; Biddle, Bruce J. ; Slavings, Ricky L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 19 no. 04 (Oct. 1994), page 416-429.
Topik: PERSISTENCE; undergraduate persistence; thought modes; grades

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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For some time it has been known that American college students who receive high initial grades are more likely to remain at their campuses than those who receive low grades, and this effect holds even when those who flunk out are eliminated from the analysis. We hypothesized that this effect occurs because initial grades produce changes in students' self-concepts, preferences, and personal norms about persistence, and these three modes of thought, in turn, predict students' intentions about persistence. Data from two panel studies of undergraduates-employing multiple measures of persistence-relevant self-concepts, preferences, and personal norms plus several control variables-were used to test these hypotheses. As expected, initial grades had significant, positive effects on the extent to which self-concepts became more favorable to persistence. In contrast, no significant associations were found between students' initial grades and changes in their persistence-relevant preferences, and associations between grades and shifts in personal norms were found to be measure-dependent. Preferences were also found to be weaker predictors of students' intentions to persist in higher education than were self-concepts or personal norms. We conclude that future efforts to develop theories linking grades with persistence will be more effective if they take account of self-concepts and personal norms about the context in which grades are received.

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