NDLI: The role of individual processes and learning environment in the prediction of grades in a sample of Norwegian students

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The role of individual processes and learning environment in the prediction of grades in a sample of Norwegian students

Content Provider	Taylor & Francis Online
Author	Hui, Sammy King Fai Olsen, Anne Karin Vikstøl Kovač, Velibor Bobo Spieler, Kristin
Abstract	Student grades are traditionally used to evaluate academic achievement in higher education. A review of previous research indicates a relatively clear tendency to adopt either an individual or contextual approach in exploring this subject. The present study represents an attempt to simultaneously examine effects of individual variables and learning environment on academic achievements as measured in grades. The study adopts a quantitative approach and reports data collected from students enrolled in early childhood education in a mid-sized university in Norway. Results of a stepwise hierarchical regression demonstrate that individual variables (e.g. nonmandatory school attendance, self-efficacy, and behavioral intentions) predict academic achievements. However, the regression analysis also shows a virtually non-existing relationship between learning environment variables and grades. Discussing this somewhat surprising finding, we argue that the association between learning environment and grades are mediated by individually based characteristics. Limitations and implications of the study are also examined.
Starting Page	1
Ending Page	16
Page Count	16
File Format	PDF HTM / HTML
Journal	Cogent Education
Volume Number	5
Issue Number	1
Language	English
Publisher	Cogent
Publisher Date	2018-10-31
Access Restriction	Open
Subject Keyword	Grades Academic achievements Habitual school attendance Intentions Learning environment
Content Type	Text
Resource Type	Article

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