Abstract:
Development of the student as an autonomous learner is one of the primary goals of higher education. Selfregulated learning is dependent on a number of adaptive strategies, including student resiliency and effective goalsetting, concepts which have been relatively unexplored in the agricultural sciences. Therefore, the objective of this study was to evaluate perceptions of resiliency and goal-setting behavior among undergraduate students enrolled in an introductory animal science course. On the first day of class, students (n=157) completed an anonymous questionnaire related to goal-setting strategies, resiliency and academic attribution. Student gender and class standing (freshman, sophomore or junior) were also reported. Most (57.6%) students attributed academic success or failure to factors outside their control. Means for resiliency and goal-setting strategies were numerically highest for upperclassmen and in most cases differed statistically from those observed for freshmen or sophomores. Correlations between behaviors that facilitate goal attainment and capacity for change were positive and low to moderate in magnitude. Results from this study indicate opportunity for instructional intervention to improve goal attainment strategies and student resiliency, two factors associated with academic achievement and autonomous learning.
 8 Splan Dec2013.pdf | [ ] | 460 kB |
