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

McCann, Lee I.; Immel, Kathy R.; Kadah-Ammeter, Tammy L.; Priniski, Stacy J.

doi:10.1177/0098628313487423

Cited by 7 publications

(9 citation statements)

References 11 publications

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“…Students expected higher grades during their sophomore year compared with first-year students; however, university students expected much lower grades for both compared with students at technical colleges and 2-yr institutions (36). Women on average tended to expect higher grades for all course levels compared with men (36).…”

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confidence: 89%

“…In addition to motivation, previous studies (25,26,36,49,55) have suggested that students' performance in class is correlated with students' estimation of grades. On the first day of an introductory biology class, 90% of students believed they would earn an A or a B (25), whereas other students expected to score 81.67 points on the final examinations but only earned 76.12 points (averaged) (49).…”

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confidence: 99%

“…Students estimated their future grade at a higher level than their earned GPA, and their grade expectation tended to regress toward the end of the semester (55); students with a higher GPA had higher expectations throughout the semester (55), and less competent performers consistently overestimated their abilities, whereas competent performers underestimated their abilities (26). Students expected higher grades during their sophomore year compared with first-year students; however, university students expected much lower grades for both compared with students at technical colleges and 2-yr institutions (36). Women on average tended to expect higher grades for all course levels compared with men (36).…”

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confidence: 99%

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Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation

Sturges

Maurer

Allen

et al. 2016

Advances in Physiology Education

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This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades.

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confidence: 89%

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confidence: 99%

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confidence: 99%

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Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation

Sturges

Maurer

Allen

et al. 2016

Advances in Physiology Education

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“…At the same time, some teachers using the Rating System consider that the idea of competitiveness makes the framework of the system itself. Therefore, considering that the phenomenon of motivation is connected with a number of factors which induce a person to work (that is motivate a student to study) [3,4], we decided to measure the motivating power of the Rating System indirectly -through the factors inspiring such motivation. Competitiveness in educational environment is traditionally considered as contributing to progress of students.…”

Section: Resultsmentioning

confidence: 99%

Rating System in Training Specialists for Coal Mining Region Enterprises

Islamov

Sergeychick

2019

E3S Web Conf.

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This paper is devoted to the experience of implementing the Rating System for Students’ Performance Assessment at the institution of higher education (Kemerovo State University) in coal-mining region. The focus is on the description of the Rating System and review of its key objectives in the process of training specialists for mining enterprises of Kuzbass. The assessment of students’ progress consists of grades for different activities such as studies, research, participation in sports competitions as well as social and cultural events. The purpose of paper is to evaluate the experience of implementing the Students’ Rating System at Kemerovo State University from the point of view of students as standard users. The paper highlights the results of the survey held among the students of the University on using the Rating System. The survey discovers its advantages such as motivating power, the ability to promote students’ academic activity, unbiased evaluation, convenience, etc. The Rating System is used as an important assessment tool in training future engineers, economists, exploration geologists, environmental managers etc. for coal-mining enterprises in Kuzbass region.

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“…Tests would include main effects as well as the potential for an interaction between the two factors. For example, in a mixed-design study of student grade expectations over the years in school between technical, two-year, and fouryear institutions, McCann et al (2013) found significance over the years in school as well as between types of institutions. Specifically, one of their NEW DIRECTIONS FOR TEACHING AND LEARNING • DOI: 10.1002/tl findings was that expected sophomore grades were significantly higher than expected first-year grades (repeated-measures), and expected grades at the four-year institutions were significantly lower than at the two-year institutions (between-groups;McCann et al 2013).…”

Section: Repeated-measures Designmentioning

confidence: 99%