The Relationships Among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

Amy Luelle Reynolds · Matthew J. Weigand

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Education, Achievement, and Giftedness Higher Education Research Studies Grit, Self-Efficacy, and Motivation

Abstract

This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH university in the northeastern United States. Only two variables, race and resilience, were significantly related to first-semester grade point average; however, findings indicated significant relationships among the core variables in this study, specifically academic motivation, resilience, and self-efficacy. The implications of these results for research and practice are explored.

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References

1992A power primer.1988Leaving College: Rethinking the Causes and Cures of Student Attrition 1994What Matters in College? Four Critical Years Revisited.2005How College Affects Students: A Third Decade of Research 1992The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education 1988College: The Undergraduate Experience in America 2005Self-Efficacy, Stress, and Academic Success in College 1993On the Assessment of Intrinsic, Extrinsic, and Amotivation in Education: Evidence on the Concurrent and Construct Validity of the Academic Motivation Scale

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