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Great expectations : the relations between expectancies for success and academic achievement

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dc.contributor.advisor Nieuwoudt, Johannes Marthinus Moore, Caryl 2015-01-23T04:23:55Z 2015-01-23T04:23:55Z 2000-04
dc.identifier.citation Moore, Caryl (2000) Great expectations : the relations between expectancies for success and academic achievement, University of South Africa, Pretoria, <> en
dc.description.abstract The main aims of this broad exploratory study were (a) to gain insights as to the possible interrelations between Unisa students' expectations for success and a variety of significant variables (such as their academic performance, self-perceptions, confidence, motivation, self-determination, others' expectancies, locus of control and attributions relating to previous performance), and (b) to discover possible differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail' groups; and 'realistic' and 'unrealistic' groups). The results of 61 hypotheses are compared with a variety of theoretical suggestions and past findings. It was found that, on the whole, the various groups, inter alia, expected to succeed, were confident about the accuracy of their expectations, perceived themselves to work hard, considered themselves to have considerable ability and to be above class average. Despite this rosy outlook many students failed the examinations. Two of the most striking findings of this study were that (a) those who failed overestimated their future performance to a significantly greater extent than those who passed, and (b) overestimations were negatively correlated with achievement. In contrast to theory and numerous research findings, the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed that overoptimistic expectancies and self-perceptions appear to be maladaptive in an academic context. Indeed, the findings suggest that accurate or even underoptimistic self-assessments may be more conducive to academic success. It is proposed that overoptimism may reflect ignorance of standards required, of adequate study methods, or may result in inappropriate preparation. In light of the findings, the implications and possible benefits and dangers of overoptimistic expectations and self-perceptions are discussed. The subjects are 715 third year Unisa psychology students, who are more heterogeneous than most other university students as they not only vary considerably in age but also come from a variety of cultures and backgrounds. en
dc.format.extent 1 online resource (ix, 355 pages) : illustrations en
dc.language.iso en
dc.subject Expectations en
dc.subject Expectancies en
dc.subject Academic achievement en
dc.subject Academic motivation en
dc.subject Self-determination en
dc.subject Self-perceptions en
dc.subject Self-concept of ability en
dc.subject Confidence en
dc.subject Others' expectancies en
dc.subject Locus of control en
dc.subject Attributions en
dc.subject Cross-cultural en
dc.subject Overoprimists en
dc.subject Realists en
dc.subject Underestimators en
dc.subject Optimism en
dc.subject Realism en
dc.subject Pessisism en
dc.subject.ddc 370.153 en
dc.subject.lcsh Personality and academic achievement en
dc.subject.lcsh Academic achievement en
dc.subject.lcsh Expectation (Psychology) en
dc.subject.lcsh Self-perception en
dc.subject.lcsh Motivation in education en
dc.subject.lcsh Students -- Psychology en
dc.title Great expectations : the relations between expectancies for success and academic achievement en
dc.type Thesis
dc.description.department Psychology en D. Litt. et Phil. (Psychology) en

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