The role of success expectation and task-avoidance in academic performance and satisfaction: Three studies on antecedents, consequences and correlates

被引:66
作者
Nurmi, JE
Aunola, K
Salmela-Aro, K
Lindroos, M
机构
[1] Univ Jyvaskyla, Dept Psychol, SF-40351 Jyvaskyla, Finland
[2] Inst Occupat Hlth, Helsinki, Finland
[3] Univ Helsinki, Dept Psychol, SF-00100 Helsinki, Finland
关键词
academic achievement; achievement strategies; avoidant coping; failure expectations; learned helplessness'; self-handicapping;
D O I
10.1016/S0361-476X(02)00014-0
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
To investigate the prospective relationships between individuals' success expectation and task-avoidance, and their academic achievement and satisfaction, 231 students were examined yearly throughout their university careers in Study 1. It was found that students' success expectation predicted academic achievement and satisfaction; which, in turn, increased their subsequent success expectation. Moreover, task-avoidance predicted low academic achievement and dissatisfaction, which again was predictive of subsequent task-avoidance. In Study 2, the task-avoidant behavior, and pre-examination anxiety, of 198 students who had participated in Study I were examined, and compared with their subsequent grades. Students' dispositional task-avoidance predicted their grades only to the extent to which it was reflected in their task-avoidant behavior. In Study 3, 249 students were investigated to determine their achievement beliefs and strategies, causal attributions, and academic achievement. Students who reported a high level of task-avoidance frequently also referred to a lack of effort after failure, whereas students who reported success expectation often mentioned their abilities as a reason for their success. (C) 2002 Elsevier Science (USA). All rights reserved.
引用
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页码:59 / 90
页数:32
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