The Change of Freshmen's Present and Future Academic Selves for Grade Expectation and Self-Regulation

• In Event: Self-Regulation Across Contexts

Abstract

Within one semester of college, first-year students’ perceptions of their present and future academic selves may change and influence their expectations surrounding future academic achievement along with the methods of regulating learning processes and strategies. In this study, the academic self-concept and persistent academic possible selves (PAPS) of freshmen were measured at the beginning and end of the first semester. The results demonstrate that once previous grades are controlled for, academic self-concept can predict students’ expected grades while PAPS cannot. However, both PAPS and academic self-concept can predict self-regulatory skills. Such findings are useful in furthering research on future academic self-beliefs and their relationships with academic achievement for students in higher education.

Authors

• Jieun Lee, Northern Arizona University
  Presenting Author

• Brooke Claverie, Northern Arizona University
  Non-Presenting Author

• Jessica Andrade, Northern Arizona University
  Non-Presenting Author

• Ananda Cook, Northern Arizona University
  Non-Presenting Author