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Using study guides in undergraduate Human Anatomy and Physiology classes: Student perceptions and academic performance
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In: Health and Kinesiology Faculty Publications (2017)
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| 2 |
Academic Performance in Human Anatomy and Physiology Classes: A 2-yr Study of Academic Motivation and Grade Expectation
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In: Health and Kinesiology Faculty Publications (2016)
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| 3 |
Academic Performance in Human Anatomy and Physiology Classes: A 2-Yr Study of Academic Motivation and Grade Expectation
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In: Nursing, School of - Faculty Publications (2016)
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| 4 |
A Cross Sectional Study of Student Motivation in Undergraduate STEM Courses
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In: SoTL Commons Conference (2016)
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| 5 |
Effects of the Flipped Classroom Model on Course Experience, Basic Need Satisfaction, and Motivation in an Undergraduate Research Methods Course
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In: Health and Kinesiology Faculty Presentations (2015)
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| 6 |
Evaluating a Flipped Classroom Model in an Undergraduate Research Class
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In: Georgia Southern University Research Symposium (2015)
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| 7 |
Self-Determination Theory as a Predictor of Students’ Motivation and Academic Performance
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In: SoTL Commons Conference (2015)
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| 8 |
Flipping the Classroom: A Case Study of an Undergraduate Research Methods Class
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In: Georgia Educational Research Association Conference (2014)
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| 9 |
Students’ Academic Motivation and Grade Estimation: Should We Care?
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In: SoTL Commons Conference (2014)
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Abstract:
The session will present the results of a longitudinal study investigating student academic motivation and differences between student expected grade and actual grades in a large undergraduate class from fall 2012 to fall 2013. The study used the adapted Academic Motivation Scale (AMS) to examine student motivation and performance in class and whether academic motivation changed as students progressed through the two- semester sequence of the Human Anatomy and Physiology classes (HAPI and HAPII) in the context of Deci and Ryan’s (1985) Self-Determination Theory (SDT). Results revealed that of the seven subscales of the AMS, only Intrinsic Motivation - To Experience Stimulation changed over time. Significant predictors of final grades included: estimated GPA, expected grade, hours studying HAPI or HAP II, and two AMS subscales, namely, Extrinsic Motivation -Introjected and Extrinsic Motivation - External. The study also examined the grade difference between students’ expected grades in class vs. actual grades for all students in the sample. Across both HAPI and HAPII, 75% of students overestimated their final grade, with at least 15% estimating they would pass when they did not. Three variables emerged as significant in predicting the grade difference (actual minus expected): HAPI vs. HAPII with HAPII less likely to overestimate; GPA with students with higher GPAs being more likely to overestimate; and study hours - with students reporting more study time being more likely to overestimate. Attendees can expect to learn about the SDT and the relationship between student motivation, academic behaviors and performance.
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Keyword:
and Research; Curriculum and Instruction; Education; Educational Assessment; Educational Methods; Evaluation; Grade Expectancy; Higher Education; Motivation; Self-Determination Theory; Social and Philosophical Foundations of Education
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URL: https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/38
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| 10 |
Allied Health Students' Perceptions of Class Difficulty: The Case of Undergraduate Human Anatomy and Physiology Classes
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In: School of Human Ecology Faculty Publications (2013)
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| 11 |
Impact of study guides on students' perceptions and academic performance: the case of undergraduate Human Anatomy and Physiology classes
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In: SoTL Commons Conference (2013)
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| 12 |
Students’ Academic Motivations in Allied Health Classes
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In: Nursing, School of - Faculty Publications (2012)
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| 13 |
Students' Academic Motivations in Three Disciplines
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In: School of Human Ecology Faculty Presentations (2012)
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| 14 |
Students’ Academic Motivations in Allied Health Classes
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In: School of Human Ecology Faculty Publications (2012)
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| 15 |
Students' Academic Motivations in Allied Health Classes
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In: SoTL Commons Conference (2011)
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| 16 |
Perceptions of Disruptive Classroom Behaviors
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In: SoTL Commons Conference (2009)
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| 17 |
Understanding Protein Synthesis: A Role Play Approach
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In: SoTL Commons Conference (2009)
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| 18 |
Faculty and Student Perceptions of Post-Exam Attendance
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In: SoTL Commons Conference (2009)
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