What is it about?
This study examined how differences between students' actual grades and their grade goals influence their studying efforts. We found that students did study more in response to gaps between their goals and their actual grades to date, as predicted. Interestingly, they did not study more in response to gaps between their goals and a mathematical forecast of their future final grades. As expected, we found that students overall tended to set unrealistically high grade goals; their actual grades were significantly lower than their initial and updated goals. The gaps were wider among students with weaker academic abilities. Surprisingly, the gaps were also wider among students with a stronger sense of control over their lives; they confidently set higher goals, but did not achieve them. The gaps between grades and goals narrowed as the course progressed; students adjusted their expectations downwards towards their actual performance.
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Why is it important?
This study is part of ongoing work to help students make better decisions about their studies.
Perspectives
Read the Original
This page is a summary of: Influence of anticipated and actual grades on studying intentions, The International Journal of Management Education, March 2017, Elsevier,
DOI: 10.1016/j.ijme.2017.01.003.
You can read the full text:
Resources
Goodman profs research student grade expectations vs. reality
This story by Brock News summarizes the research.
Student grades: How confidence can hinder success
Research summary on TheConversation.com
Influence of anticipated and actual grades on studying
Accepted manuscript on Brock University's Digital Repository.
Contributors
The following have contributed to this page