Abstract
A path model of adult learner feedback that combined aspects of students' conceptions of learning and motivation was developed. Students that were high on achievement motivation and in their belief of their own competence or competency expectations showed high graded performance. Students that were high on competency expectations and on mastery goals were also high on intrinsic motivation. Significant gender differences were not found on any of the variables used in this study, and adult learners' assessment of their own ability to do well agreed with their actual performance. Suggestions are made for further study that could elaborate on the proposed path model.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
