Exploring the first year academic achievement of school leavers and mature-age students through structural equation modelling

By K. McKenzie, K. Gow. 2004

132 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9d96ad1a1cf911980d6ebd5b82ced233899e9800

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008, background): “…position SHSA constructs as mediators of the relationship between intellective and non- intellective factors on the one hand and of academic perfor- mance on the other hand (e.g., Biggs, 1978; Elliot, McGregor, & Gable, 1999; Horn, Bruning, Schraw, Curry, &Katkanant, 1993; McKenzie & Gow, 2004).”
Strategies for success in education: Time management is more important for part-time than full-time community college students (2012, background): “Although no studies have directly compared the importance of noncognitive factors for part- versus full-time students, McKenzie and Gow (2004) found that learning strategies were nearly twice as predictive of grades for mature-age college students compared to traditional-age college students.”
First year expectations and experiences: student and teacher perspectives (2009, background): “health sciences (McKenzie and Gow 2004) and collaboration between computing and IT proved effective at Monash University (Hagan and Macdonald 2000).”
Meta-Analysis of the Relationship Between the Big Five and Academic Success at University (2007, background): “…(2002) Northern Ireland Conscientiousness GPA 219 – 83.1 Psychology Basic study period .35 McKenzie (1989) UK Neuroticism Extraversion GPA 204 – 54.9 Multiple majors Bachelor .17 –.01 McKenzie & Gow (2004) Australia Neuroticism Extraversion Openness Agreeableness Conscientiousness GPA 1193 21.44…”
Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance (2019, background): “Empirical evidence suggests that effective time management is associated with greater academic achievement (McKenzie & Gow, 2004; Trueman & Hartley, 1996) as students learn coping strategies that allow them to negotiate competing demands.”
The Making of the Motivated Strategies for Learning Questionnaire (2005, unknown): “…Valle, 2001), and to understand more deeply the individual differences that exist in self-regulated learning (e.g., Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000; McKeachie, Lin, & Middleton, 2004; McKenzie & Gow, 2004; Perry, Hladkyj, Pekrun, & Pelletier, 2001; Polleys, 2001; Wolters, 2003).”