Student performance: the influence of proactive personality, self-efficacy, and motivation
Aspinwall, Casandra M.
University of Wisconsin-Stout
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Student performance is often evaluated by assessing students' cumulative grade point average (GPA), but additional study is needed on the factors that go into predicting student performance. This research focuses on determining which factors go into predicting GPA in undergraduate students. It was expected that proactive personality, self-efficacy, intrinsic and extrinsic motivation would be positively related to student performance. It was also expected that amotivation would be negatively related to student performance. A research question explored which of these was most strongly predictive of GPA. A final sample of 210 undergraduate students participated in the online survey. Pearson's correlations and multiple regression analyses were done to examine both the individual and combined relationships of the predictors and GPA. The results showed a weak negative relationship between amotivation and GPA. Other predictions were not supported. Implications, limitations, and future directions in this area of study are further discussed.
Motivation in education