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dc.contributor.authorMigton, Alexaen_US
dc.contributor.authorButt, Sabaen_US
dc.contributor.authorDahling, Jasonen_US
dc.date.accessioned2015-11-11T18:08:21Z
dc.date.available2015-11-11T18:08:21Z
dc.date.issued2015
dc.descriptionDepartment of Psychologyen_US
dc.description.abstractHow does monitoring one’s academic performance affect overall GPA? We conducted a study in which participants were asked how they respond to feedback in order to determine their feedback orientation (FBO), or receptivity to feedback. They were also asked how frequently they check their grades online in order to determine whether or not these variables affected their overall GPA. We found that students with high FBO were more likely to monitor their grades using an online learning management system, which in turn predicted a higher GPA. These findings are consistent with current theory about feedback-seeking behavior. However, we found that this positive relationship between monitoring grades and overall GPA was only significant for people with high combined SAT Verbal and Quantitative scores, which indicates high general mental ability (GMA). These results indicate the importance of high GMA in grade improvement strategies.en_US
dc.description.sponsorshipMUSE (Mentored Undergraduate Summer Experience)en_US
dc.description.sponsorshipCollege of New Jersey (Ewing, N.J.). Office of Academic Affairsen_US
dc.language.isoen_USen_US
dc.rightsFile access restricted due to FERPA regulationsen_US
dc.titlePredictive Effects of Feedback Orientation on Academic Performance Among College Studentsen_US
dc.typePosteren_US
dc.typePresentationen_US
dc.typeTexten_US
dc.identifier.handlehttps://dr.tcnj.edu/handle/2900/251


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