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Paths To Success In The College Classroom

C. Horn, Roger Bruning, G. Schraw, E. Curry, Chanida Katkanant
Published 1993 · Psychology

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Abstract This study explored the roles that knowledge, motivational variables, and approaches to study play in academic success. Multiple measures were taken from studies in a large college lecture class ( N = 104) on the following major classes of background variables: (a) general ability, (b) domain knowledge, and (c) self-efficacy. These were supplemented by (d) measures differentiating among the students′ study approaches and (e) a sample of notes students took during a class lecture and were then related to a measure of student achievement in the class. A path model was proposed and tested, providing a basis for beginning to understand how the approaches to study that students select may mediate between the knowledge they have, the beliefs they hold, and the achievement they finally realize.



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