Does Self-Efficacy Contribute to the Development of Students' Motivation across the Transition from Secondary to Higher Education?

Autor/inn/en	Kyndt, Eva; Donche, Vincent; Coertjens, Liesje; van Daal, Tine; Gijbels, David; Van Petegem, Peter
Titel	Does Self-Efficacy Contribute to the Development of Students' Motivation across the Transition from Secondary to Higher Education?
Quelle	In: European Journal of Psychology of Education, 34 (2019) 2, S.457-478 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyndt, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-0389-6
Schlagwörter	Self Efficacy; Student Motivation; Longitudinal Studies; Self Determination; Theories; High School Seniors; Social Cognition; Undergraduate Students; Prediction; Correlation; Models; Developmental Tasks; Student Adjustment + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstbestimmung; Theory; Theorie; Soziale Kognition; Vorhersage; Korrelation; Analogiemodell; Entwicklungsaufgabe; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	The transition from secondary to higher education is a challenging process, in which the development of students' motivation plays a pivotal role. The current study examines whether self-efficacy--and how it develops--is able to explain the growth in motivation. The current longitudinal study included five waves, across a period of 25 months (i.e. start of the final year of secondary education until the beginning of the second year of higher education). Results show--contrary to our hypothesis based on the self-determination theory and social cognitive theory--that the growth in autonomous motivation positively predicts the growth in self-efficacy and that this 'reversed' model is superior in terms of fit and explained variance to the hypothesised model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01