| Title: |
Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach |
| Language: |
English |
| Authors: |
Ranellucci, John; Hall, Nathan; Muis, Krista; Lajoie, Susanne; Robinson, Kristy |
| Source: |
Canadian Journal of Education. 2017 40(4). |
| Availability: |
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse-scee.ca/csse/ |
| Peer Reviewed: |
Y |
| Page Count: |
35 |
| Publication Date: |
2017 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education |
| Descriptors: |
Academic Achievement; Intervention; Social Desirability; Undergraduate Students; Measurement Techniques; Multiple Regression Analysis; Educational Psychology; Motivation; Qualitative Research; Foreign Countries; Pretests Posttests; Statistical Analysis; Mastery Learning; Control Groups; Experimental Groups; Regression (Statistics); Predictor Variables |
| Geographic Terms: |
Canada |
| ISSN: |
1918-5979 |
| Abstract: |
The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to one of three brief, web-based intervention conditions or a control condition. Multiple regression analyses showed the intervention conditions to consistently predict lower levels of interest-based studying, with these effects moderated by students' prior achievement and mastery-approach goals. Qualitative analyses provide insight into the motivationally relevant processes elicited by the interventions. |
| Abstractor: |
As Provided |
| Number of References: |
61 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1166656 |
| Database: |
ERIC |