Journal article
Mismatch between student and university expectations of academic achievement: A negative outcome from well-intentioned student support or a driver for improved academic performance?
Journal of perspectives in applied academic practice, Vol.8(2), pp.97-106
2020
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Abstract
Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find
that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies
appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the
concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be
raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this
research, but rather a means to potentially identify important student perceptions that may influence academic performance.
Moreover, the effect emphasises a mismatch between student and university expectations of the measure of achievement:
students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising
differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore
negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis
of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic
success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a
complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the
student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the
vehicle for improved experiences of learning, becoming potent drivers of student success.
Details
- Title
- Mismatch between student and university expectations of academic achievement: A negative outcome from well-intentioned student support or a driver for improved academic performance?
- Creators
- Warren Lake (Author) - Southern Cross UniversityHanabeth Luke (Author) - Southern Cross UniversityWilliam Edgar Boyd (Author) - Southern Cross University
- Publication Details
- Journal of perspectives in applied academic practice, Vol.8(2), pp.97-106
- Publisher
- Edinburgh Napier University
- Identifiers
- 991012908499602368
- Academic Unit
- Faculty of Education; School of Education; School of Environment, Science and Engineering; Faculty of Science and Engineering; Science; Emeritus Faculty
- Language
- English
- Resource Type
- Journal article