Document Type



A cross-sectional study of a sample of first and second year students attending a moderately-sized, Great Plains university is used to demonstrate the correlation between academic self-conceptions and academic goals. Multiple regression analysis shows that academic self-conceptions, academic role-taking, job goals, being a parent, and having a Job are excellent predictors of academic goals. The authors recommend that the symbolic interactionist perspective used in the study should be used to study how academic goals link academic self-conceptions with academic behaviors and outcomes.



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