Literaturnachweis - Detailanzeige
| Autor/inn/en | Komarraju, Meera; Nadler, Dustin |
|---|---|
| Titel | Self-Efficacy and Academic Achievement: Why Do Implicit Beliefs, Goals, and Effort Regulation Matter? |
| Quelle | In: Learning and Individual Differences, 25 (2013), S.67-72 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-6080 |
| DOI | 10.1016/j.lindif.2013.01.005 |
| Schlagwörter | Academic Achievement; Intelligence; Grade Point Average; Multiple Regression Analysis; Metacognition; Undergraduate Students; Questionnaires; Self Efficacy; Mastery Learning; Help Seeking; Beliefs; Student Attitudes; Measures (Individuals); Motivated Strategies for Learning Questionnaire |
| Abstract | We examined motivational orientations, cognitive-metacognitive strategies, and resource management in predicting academic achievement. Undergraduates (407) completed the Motivated Strategies Learning Questionnaire, Implicit Theories of Intelligence Scale, Achievement Goal Inventory, and self-reported grade point average. A MANCOVA (controlling for sex and age) indicated that low self-efficacy students tended to believe intelligence is innate and unchangeable and high self-efficacy students pursued mastery goals involving challenge and gaining new knowledge as well as performance goals involving good grades and outperforming others. Further, hierarchical multiple regression analysis indicated that self-efficacy, effort regulation, and help-seeking predicted 18% of the variance in GPA. Interestingly, effort regulation partially mediated the relationship between self-efficacy and GPA. Overall, self-efficacious students are able to achieve academically because they monitor and self-regulate their impulses and persist in the face of difficulties. We discuss implications of these findings for educators seeking to strengthen both self-efficacy and effort regulation towards increasing academic achievement. (Contains 3 tables and 1 figure.) (As Provided). |
| Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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