Academic goals,goal process cognition,and exam performance among college students |
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| Institution: | 1. The Conference Board, New York, United States; Center for Business and Public Policy, McDonough School of Business, Georgetown University, Washington, DC, United States;2. Imperial College Business School, London, United Kingdom;3. Italian Statistical Institute, Rome, Italy;4. LUISS University and Econometric Studies and Economic Forecasting Division, Italian Statistical Institute, Rome, Italy |
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| Abstract: | We investigated the nature of and linkages between student-generated academic goals, individual differences in self-regulatory thinking (goal process cognition), and exam performance among college students. In Study 1 (N = 365) and in Study 2 (N = 325), we elicited students' self-ascribed most important academic goals for introductory psychology and their goal process cognition toward their most important goal. In addition, in Study 2, we collected data on students' exam scores in introductory psychology and their most important academic goal and goal process cognition for another course. Three types of academic goals were identified: performance (39–55%), mastery (22–39%), and study strategies (20–23%). Students with mastery academic goals had the highest positive arousal whereas students with performance academic goals had the highest negative arousal. Compared to students with performance academic goals, students with mastery academic goals had lower exam scores in introductory psychology and this difference was mediated, in part, by goal process cognition. |
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