An Evaluation of the Importance of Forethought Processes for Engagement and Performance on Academic Tasks (Poster 23)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

This study investigated the influence of forethought processes on academic engagement and achievement. Grounded in self-regulated learning, we surveyed college students currently enrolled in an introductory biology course on their self-efficacy, forethought, task engagement, and achievement. We focused our survey on an assignment that students completed as a regular part of their course activities. Findings suggested that forethought significantly predicted deep learning strategies and positive achievement emotions, while self-efficacy positively predicted positive achievement emotions and negatively predicted negative achievement emotions. Positive achievement emotions were the only significant predictor of students’ performance on their biology assignment.

Authors

• Anna C. Brady, Georgia Southern University

• Christopher A. Wolters, The Ohio State University

• Shirley L. Yu, The Ohio State University

• Tzu-Jung Lin, The Ohio State University