Tacit knowledge as an indicator of academic performance
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28120%2F20%3A63523548" target="_blank" >RIV/70883521:28120/20:63523548 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.tandfonline.com/doi/abs/10.1080/0309877X.2019.1614544?journalCode=cjfh20" target="_blank" >https://www.tandfonline.com/doi/abs/10.1080/0309877X.2019.1614544?journalCode=cjfh20</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/0309877X.2019.1614544" target="_blank" >10.1080/0309877X.2019.1614544</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Tacit knowledge as an indicator of academic performance
Popis výsledku v původním jazyce
Despite years of debate over the usefulness of tacit knowledge, limited empirical research has quantitatively studied the contribution that tacit knowledge makes to university students’ performance. The purpose of this study was to examine the extent to which tacit knowledge correlates with other predictors and indicators of academic performance. Two studies were conducted in which a total of 448 university students participated. The results suggest that tacit knowledge has a small correlation with cumulative GPA, the percentage of academic requirements passed on the first attempt, achievement motivation, conscientiousness, extraversion, and gender. No statistically significant correlations were found with intellectual abilities, attention, openness to experience, agreeableness, field of study, or study programme/degree. The findings support claims about the importance of tacit knowledge in academic settings and its difference from cognitive abilities.
Název v anglickém jazyce
Tacit knowledge as an indicator of academic performance
Popis výsledku anglicky
Despite years of debate over the usefulness of tacit knowledge, limited empirical research has quantitatively studied the contribution that tacit knowledge makes to university students’ performance. The purpose of this study was to examine the extent to which tacit knowledge correlates with other predictors and indicators of academic performance. Two studies were conducted in which a total of 448 university students participated. The results suggest that tacit knowledge has a small correlation with cumulative GPA, the percentage of academic requirements passed on the first attempt, achievement motivation, conscientiousness, extraversion, and gender. No statistically significant correlations were found with intellectual abilities, attention, openness to experience, agreeableness, field of study, or study programme/degree. The findings support claims about the importance of tacit knowledge in academic settings and its difference from cognitive abilities.
Klasifikace
Druh
J<sub>SC</sub> - Článek v periodiku v databázi SCOPUS
CEP obor
—
OECD FORD obor
50204 - Business and management
Návaznosti výsledku
Projekt
<a href="/cs/project/GAP407%2F12%2F0821" target="_blank" >GAP407/12/0821: Vytvoření českého nástroje pro měření akademických tacitních znalostí</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Journal of Further and Higher Education
ISSN
0309-877X
e-ISSN
—
Svazek periodika
44
Číslo periodika v rámci svazku
7
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
19
Strana od-do
877-895
Kód UT WoS článku
000559805500002
EID výsledku v databázi Scopus
2-s2.0-85067040715