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首页> 外文期刊>Decision Sciences Journal of Innovative Education >How Gaps between Target and Midcourse Grades Impact Undergraduates' Studying Intentions and Grade Improvements
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How Gaps between Target and Midcourse Grades Impact Undergraduates' Studying Intentions and Grade Improvements

机译：目标和中流级别之间的差距如何影响本科生的学习意图和等级改进

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摘要

We examine how gaps between students' chosen target grades and actual midcourse grades relate to their exam studying intentions and subsequent grade improvements. We further investigate whether those relationships are moderated by students' academic ability (as measured by high school averages) and implicit theory of intelligence or mindset (as measured by questionnaire scores). Our study involved 250 undergraduate students in a first-year business course. The study used linear regression to analyze survey responses at the course's beginning, survey responses near the course's end, and actual course grades. The analysis showed students had greater studying intentions and grade improvements when midcourse grades were farther below initial target grades.Mindset moderated the relationship between grade gaps and studying intentions, whereas academic ability moderated the relationship between grade gaps and grade improvements. These results enhance our knowledge of how students respond to grade feedback and could help instructors assist students to make better decisions about their studying.
机译：我们研究学生所选目标成绩与实际中等成绩之间的差距如何与他们的考试进行学习意图和随后的成绩改进。我们进一步调查了这些关系是否受到学生的学术能力（按高学校平均值衡量）和隐性智力理论（按照调查问卷分数衡量）。我们的研究涉及在一年的商务课程中涉及250名本科生。该研究使用线性回归在课程开始时分析了调查响应，调查课程附近的课程和实际课程等级。该分析显示，当中途级别低于初始目标成绩时，学生的分析表明了学习意图和等级改善。调节年级差距与学习意图之间的关系，而学术能力调节年级差距与等级改善之间的关系。这些结果提高了我们对学生如何应对等级反馈的知识，并可以帮助教师帮助学生做出更好的学习决策。

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