Lakehead University Library Logo
    • Login
    View Item 
    •   Knowledge Commons
    • Electronic Theses and Dissertations
    • Retrospective theses
    • View Item
    •   Knowledge Commons
    • Electronic Theses and Dissertations
    • Retrospective theses
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    quick search

    Browse

    All of Knowledge CommonsCommunities & CollectionsBy Issue DateAuthorTitleSubjectDisciplineAdvisorCommittee MemberThis CollectionBy Issue DateAuthorTitleSubjectDisciplineAdvisorCommittee Member

    My Account

    Login

    Statistics

    View Usage Statistics

    Explicit use of performance expectancy as a function of self-regulated learning

    Thumbnail

    View/Open

    TassoneA2001m-1b.pdf (1.812Mb)

    Date

    2001

    Author

    Tassone, Angelina

    Degree

    Master of Education

    Discipline

    Education

    Subject

    Self-control
    Study skills
    Students Self-rating of

    Metadata

    Show full item record

    Abstract

    This study examined the effects of making explicit the performance expectancy component of teaching and learning for Grade 8 science students. The performance expectancy used in this research specifically focused on students’ predictions of their level of performance on science tests, also referred to as “expectancy statements”. This study focused on the following questions: 1. Which variables (predicted score, study time, test rating) best predict student scores? 2. Does the accuracy (the closeness of the student’s predicted score to his/her actual score) of students’ expectancy statements change with practice? 3. Do students think the use of expectancy statements is helpful in improving their scores? 4. Do students think that the expectancy statements become more accurate with practice? 5. Do students think that their study habits change through the use of expectancy statements? The data for this study were collected through student classroom files and surveys, and analyzed quantitatively and qualitatively according to the five research questions. The process of quantitative data analysis involved the use of descriptive statistics, ANOVA, and stepwise multiple regression analysis. Qualitatively the data were organized according to recurrent themes. From this study’s findings, it appears that performance expectancy fostered intrinsic motivation, in the form of students’ perceptions of improvements in study habits and increased confidence levels. Statistically the relationship between expectancy statements and test scores was positive yet weak.

    URI

    http://knowledgecommons.lakeheadu.ca/handle/2453/4000

    Collections

    • Retrospective theses

    Lakehead University Library
    Contact Us | Send Feedback

     


    Lakehead University Library
    Contact Us | Send Feedback