Personality and Cognitive Factors Related to Completing Extra Credit Assignments

• Published in: International journal for the scholarship of teaching and learning Vol. 13; no. 2
• Main Authors: Myers, Charlsie A, Hatchel, Jennifer
• Format: Journal Article
• Language: English
• Published: Centers for Teaching & Technology at Georgia Southern University 29.05.2019; Georgia Southern University
• Subjects: Academic Achievement; academic self-efficacy; Assignments; Biology; Cognitive Processes; extra credit; Grades (Scholastic); Metacognition; Personality; Psychology; Self Efficacy; Student Motivation; Student Surveys; Undergraduate Students
• ISSN: 1931-4744; 1931-4744
• DOI: 10.20429/ijsotl.2019.130207

We explored the differences in academic achievement, personality, and cognitive factors among students who did and did not do extra credit. A total of 276 undergraduate students enrolled in introductory or upper-level psychology and biology courses were surveyed following their final exams to determine levels of academic self-efficacy, metacognitive ability, and a variety of other demographic factors. We conducted a 2 (Extra Credit: Completed or Not Completed) x 2 (Course Level: Introductory or Upper-level) x 4 (Final Course Grade: "A", "B", "C", or "D/F") between-subjects MANOVA with academic self-efficacy and measures of metacognitive ability as dependent variables. Our results indicated that Academic self-efficacy and Regulation of Cognition metacognition scores differed based on these factors. The implications for how course-specific feedback and improved awareness of metacognition can improve student achievement related to our findings and future research directions are discussed.