Untitled

Strauss, Linda C.; Volkwein, J. Fredericks

doi:10.1023/a:1014495823183

Cited by 56 publications

(4 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Because the great majority of participants were graduates of K-12 educations in the same state, it is interesting that university first-year students and sophomores generally suggested grades so much lower than those at the technical and community colleges. Further study might reveal whether this difference is a consequence of different grades experienced by individual students in their K-12 educations or in the general life experiences that lead them to attend different institutions, if it is a reflection of different grading policies at the different institutions (Strauss & Volkwein, 2002), or if it is simply unique to this sample.…”

Section: Conclusion and Future Researchmentioning

confidence: 98%

“…Students' grade experiences at different types of institutions might influence their grade expectations. Strauss and Volkwein (2002) studied sophomore students at several 2-and 4-year campuses in the State University of New York System. They found high school rank, being a woman, and being at a 2-year campus were positive predictors of student grade point average (GPA), and that students at 2-year campuses received higher grades than those at 4-year institutions.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Student Grade Expectations at Technical College, 2-, and 4-Year Institutions

McCann

Immel

Kadah-Ammeter

et al. 2013

Teaching of Psychology

View full text Add to dashboard Cite

Although students’ final course grade expectations have been the focus of several studies, none have looked systematically at students’ expectations for grade distributions for the whole class across institutional types, student year in school, and course levels. This study examined such differences as a function of gender, course level, and year in school at a university, community college, and technical college. Participants indicated average grades students should receive in first-year, sophomore and, for university students, junior and senior level courses. Technical and community college students expected higher grades than university students, and university students expected higher grades for lower level courses as their years in school increased. Expected grades typically increased with course level, and women expected higher grades than did men.

show abstract

Section: Conclusion and Future Researchmentioning

confidence: 98%

mentioning

confidence: 99%

Student Grade Expectations at Technical College, 2-, and 4-Year Institutions

McCann

Immel

Kadah-Ammeter

et al. 2013

Teaching of Psychology

View full text Add to dashboard Cite

show abstract

“…Creating conditions for optimal student functioning in higher education contexts is an important task for instructors. Facilitating students to engage in learning activities and still possess a surplus of mental energy at the end of the day can be difficult, but nonetheless it is important for optimal growth, development, and psychological wellbeing (Strauss and Volkwein, 2002). Optimal student functioning is imperative as it relates to time management, learning awareness, academic achievements, and the ability to manage negative coping skills (Disch et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

2023

View full text Add to dashboard Cite

According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.

show abstract

“…Students' impressions of institutional quality, their willingness to recommend the institution to upcoming students, and their overall satisfaction with the institution are all precursors of the psychological dimension of student success (e.g. Strauss & Volkwein, 2002). Other measurable indicators of success in higher education are employment and income.…”

Section: General Introductionmentioning

confidence: 99%

What works to improve student success

Sneyers¹

View full text Add to dashboard Cite

Untitled

Cited by 56 publications

References 51 publications

Student Grade Expectations at Technical College, 2-, and 4-Year Institutions

Student Grade Expectations at Technical College, 2-, and 4-Year Institutions

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

What works to improve student success

Contact Info

Product

Resources

About