Abstracts - Earli

previous study it appeared that professional bachelors experienced some difficulties with therequired study approach. They also did not feel adequately prepared for the master programme.The present study focuses on a growing group of professional bachelors who desire to complete auniversity master programme. Are they well-enough equipped to be successful in masterprogrammes? The present study is a continuation and compares professional bachelors withacademic bachelors in study performance, study approach, social integration and academicintegration during their master programmes. This survey study yields two measurement moments:the first at the beginning of the master programmes and at the end of the one year masterprogrammes. It was performed within four faculties. Some faculties succeed better in preparingprofessional bachelors than others. Especially in the field of generic skills differences occurbetween professional bachelors and university bachelors. These results will lead torecommendation to adjust premaster programmes for professional bachelors.J 1630 August 2007 17:00 - 18:20Room: 0.99Paper SessionStudent learning in higher educationChair:Cees Terlouw, Universiteit Twente, NetherlandsSelf-regulated learning: The relationship between students’ motivation, use of learning strategiesand exam-resultsChristian Brandmo, University of Oslo, NorwayMarit S. Samuelstuen, Norwegian University of Science and Technology, NorwayThe aim of this study was to examine the relationship between students motivation, use of learningstrategies and exam-results across different courses. During the past two decades, motivation andlearning strategies have been central components in most models on self-regulated learning.Nevertheless, few studies have examined the relationship between motivation, learning strategiesand learning outcome in ecologically valid settings. Therefore, we designed a study to examinethese relationships. Participants were 164 second-year students from a prestigious private businessmanagement school. We used a Norwegian version of Motivated Strategies for LearningQuestionnaire by Pintrich et al.(1991) to assess students’ motivation and strategies, and adaptedthe three measures of goal orientation from Midgley et al. (1998). Based on exploratory factoranalyses we identified eight scales; mastery goal orientation, performance-approach goalorientation, performance-avoidance goal orientation, self-efficacy, task value, surface processing,deep processing, and social strategies. These were used as predictors in preliminary multipleregression analyses in our ongoing study. As outcome indicators we included four written schoolexams representing three different courses. The self-report questionnaires were administered fourweeks prior to the exams. To examine the time-stability, we included a follow-up exam 3 monthslater for one of the courses. The preliminary results indicate the same tendency across differentcourses from the same domain. Performance-approach goals seem to be the strongest predictor forexam performance in all courses. These findings supports former results from Harackiewicz et al.(2002) and Elliot et al. (1999), suggesting that performance-approach goals can lead to positiveoutcome in some academic settings. So far, these findings also challenge the common– 564 –