Student success in an introductory psychology course: A conceptual model
Abstract
The purpose of this study is to identify factors that predict student success in an undergraduate introductory psychology course. The study focuses on key behaviors relevant to success in the classroom for nontraditional students (class participation and homework completion), although it is extendible to other settings as well. A framework is proposed to conceptualize the important dimensions of academic ability, opportunity, and motivation that directly affect student success. Ajzen's (1985, 1987, 1991) theory of planned behavior is used to explain students' motivation to succeed in the course, although the theory is modified to incorporate a distinction between perceived control and perceived ability. The specific research questions addressed by this study are: (1) Can a modified theory of planned behavior (distinguishing between perceived ability and perceived control) be used to predict class participation and homework completion? (2) Are perceived ability and perceived control conceptually distinct? (Do they differentially predict intention and self-reported behavior?) (3) Are more objective measures of academic ability and control better predictors of self-reported class participation and homework completion than perceived control and perceived ability? (4) Do class participation and homework completion predict success (students' grades) in introductory psychology? This study was conducted at a large, 4-year, commuter university in the Midwest. Students enrolled in an introductory psychology course completed a questionnaire at two points during the fall 1999 semester. The beginning-of-semester questionnaire contained questions about demographics, high school grades, time spent in various activities outside class, and students' attitudes and the attitudes of important others regarding class participation and homework completion. The end-of-semester questionnaire assessed students' self-reported class participation and homework completion during the semester, as well as changes in their general attitudes toward these behaviors. The modified theory of planned behavior did not predict homework completion or class participation well. However, the results indicated that perceived ability and perceived control are conceptually distinct. Perceived ability was a better predictor of behavior than more objective measures of ability. Neither perceived nor objective control was predictive of class participation, and only objective control was a significant predictor of homework completion. Homework completion was predictive of course grade; class participation was not.
Degree
Ph.D.
Advisors
Borden, Purdue University.
Subject Area
Social psychology|Higher education
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