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      Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations

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          Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

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            Psychological correlates of university students' academic performance: a systematic review and meta-analysis.

            A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.
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              Facilitating Internalization: The Self-Determination Theory Perspective

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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                Educational Technology Research and Development
                Education Tech Research Dev
                Springer Science and Business Media LLC
                1042-1629
                1556-6501
                February 2020
                July 10 2019
                February 2020
                : 68
                : 1
                : 293-317
                Article
                10.1007/s11423-019-09690-3
                476a23e6-ee87-45e0-9d44-9719929d05c5
                © 2020

                http://www.springer.com/tdm

                http://www.springer.com/tdm


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