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Title: Modelling the psychological antecedents of academic performance
Author: Richardson, Michelle
Awarding Body: University of Sussex
Current Institution: University of Sussex
Date of Award: 2009
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Research has shown that psychological characteristics may help to identify "at risk" students and facilitate the design of diagnostic inventories and student support interventions that promote successful academic outcomes. The research reported in this thesis tested the utility of general social cognitive models for integrating the diverse correlates of academic performance at university. The first empirical chapter tested an extended theory of planned behaviour (TPB; Ajzen, 1991) as a model of academic performance (reported in chapter 2). A meta-analysis of correlates of grade point average (GPA) is reported in chapter 3 and in chapters 4 and 5 social cognitive (Bandura, 1997) and goal theory (Locke & Latham, 1990) are drawn on to explore hierarchically organised models of academic performance.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available