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Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/16555

Title: The role of self-study time in freshmen’s achievement
Authors: Doumen, Sarah
Broeckmans, Jan
Masui, Chris
Issue Date: 2014
Citation: Educational Psychology, 34 (3), p. 385-402
Abstract: Although invested study time is expected to relate to exam performance, research findings have been mixed. Therefore, the current study examined a) the role of self-study time above and beyond relevant student characteristics, affective-motivational processes (i.e. academic self-efficacy, learning goal orientation, and action-state orientation) and the cognitive learning activities deployed while studying the course (i.e. deep, stepwise, and concrete processing), and (b) whether the effect of self-study time on course grade is moderated by these affective-motivational and cognitive learning activities and/or by student characteristics. Ninety three freshmen following a Macro-Economics course and 70 freshmen enrolling in Financial Accounting 2 participated. For Macro-Economics, self-study time predicted course grade above and beyond relevant student characteristics, the degree of class attendance, and course-specific affective-motivational and cognitive learning activities. No interaction effects were obtained. For Financial Accounting 2, students only benefited from more self-study time when they made few exercises.
URI: http://hdl.handle.net/1942/16555
DOI: 10.1080/01443410.2013.785063
ISI #: 000334066000008
ISSN: 0144-3410
Category: A1
Type: Journal Contribution
Validation: ecoom, 2017
Appears in Collections: Research publications

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Supplementary material - Table 1139.06 kBAdobe PDF
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Supplementary material - Figure 196.21 kBAdobe PDF
Supplementary material - Table 3140.23 kBAdobe PDF

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