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Research papers on Self-efficacy and achievement

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  2. Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

    Reinhard Pekrun, Thomas Goetz, Wolfram Titz, et al. · 2002 · Educational Psychologist · 3,919 citations

    Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects

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  3. Self-Efficacy and Academic Motivation

    Dale H. Schunk · 1991 · Educational Psychologist · 3,763 citations

    Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addr

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  4. Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being

    Marjolein Zee, Helma M. Y. Koomen · 2016 · Review of Educational Research · 1,731 citations

    This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indi

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  5. The Role of Self-Efficacy in Achieving Health Behavior Change

    Victor J. Strecher, Brenda M. DeVellis, Marshall H. Becker, et al. · 1986 · Health Education Quarterly · 1,645 citations

    The concept of self-efficacy is receiving increasing recognition as a predictor of health behavior change and maintenance. The purpose of this article is to facilitate a clearer understanding of both the concept and its relevance for health education research and practice. Self-efficacy is first defined and distinguished from other related concepts. Next, studies of the self-efficacy concept as it relates to health practices are examined. This review focuses on cigarette smoking, weight control, contraception, alcohol abuse and exercise behaviors. The studies reviewed suggest strong relationships between self-efficacy and health behavior change and maintenance. Experimental manipulations of

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  6. Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting

    Barry J. Zimmerman, Albert Bandura, Manuel Martinez-Pons · 1992 · American Educational Research Journal · 1,387 citations

    The causal role of students’ self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students’ self-efficacy and personal goals at the beginning of the semester served as predictors of students’ final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students ‘final grades in social studies, R = .56. Students’ beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced t

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  8. General self‐efficacy in various domains of human functioning: Evidence from five countries

    Aleksandra Łuszczyńska, Benicio Gutiérrez‐Doña, Ralf Schwarzer · 2005 · International Journal of Psychology · 1,132 citations

    Based on social-cognitive theory (Bandura, 1997), this paper examined whether perceived self-efficacy is a universal psychological construct that accounts for variance within various domains of human functioning. Perceived self-efficacy is not only of a task-specific nature, but it can also be identified at a more general level of functioning. General self-efficacy (GSE) is the belief in one’s competence to tackle novel tasks and to cope with adversity in a broad range of stressful or challenging encounters, as opposed to specific self-efficacy, which is constrained to a particular task at hand. The study aimed at exploring the relations between GSE and a variety of other psychological const

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  9. Goal Setting and Self-Efficacy During Self-Regulated Learning

    Dale H. Schunk · 1990 · Educational Psychologist · 1,021 citations

    This article focuses on the self-regulated learning processes of goal setting and perceived self-efficacy. Students enter learning activities with goals and self-efficacy for goal attainment. As learners work on tasks, they observe their own performances and evaluate their own goal progress. Self-efficacy and goal setting are affected by self-observation, self-judgment, and self-reaction. When students perceive satisfactory goal progress, they feel capable of improving their skills; goal attainment, coupled with high self-efficacy, leads students to set new challenging goals. Research is reviewed on goal properties (specificity, proximity, difficulty), self-set goals, progress feedback, cont

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  11. Academic self-efficacy: from educational theory to instructional practice

    Anthony R. Artino · 2012 · Perspectives on Medical Education · 742 citations

    Self-efficacy is a personal belief in one's capability to organize and execute courses of action required to attain designated types of performances. Often described as task-specific self-confidence, self-efficacy has been a key component in theories of motivation and learning in varied contexts. Furthermore, over the last 34 years, educational researchers from diverse fields of inquiry have used the notion of self-efficacy to predict and explain a wide range of human functioning, from athletic skill to academic achievement. This article is not a systematic review of the empirical research on self-efficacy; instead, its purpose is to describe the nature and structure of self-efficacy and pro

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  12. Self-efficacy, motivation, and performance

    Dale H. Schunk · 1995 · Journal of Applied Sport Psychology · 512 citations

    This article discusses the relation of self-efficacy to motivation and performance in cognitive and sport domains. Self-efficacy refers to one's beliefs about accomplishing a task and can influence choice of activities. effort, persistence. and achievement. People enter activities with varying levels of self-efficacy derived from prior experience, personal qualities, and social support. As they work on tasks they acquire information about how well they are doing. This information influences their self-efficacy for continued learning and performance. Research is described in which interventions involving models, goal setting, and feedback, were employed to affect self-efficacy. Regardless of

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  13. Grit, self-efficacy, achievement orientation goals, and academic performance in University students

    Amal Alhadabi, Aryn C. Karpinski · 2019 · International Journal of Adolescence and Youth · 476 citations

    The current study investigated the relationships between grit, self-efficacy, achievement orientation goals, and academic performance in parallel and serial mediation models. University student participants (N = 258) responded to an online survey containing demographic items and scales measuring the non-cognitive factors noted above. The results demonstrated that ‘grit’ (i.e. perseverance of effort and consistency of interest) positively associates with academic performance through a sequential pathway of mediators including self-efficacy and achievement orientation goals. Findings supported the positive relationships between mastery, approach goals, and academic performance, as well as the

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  16. The self-efficacy and academic performance reciprocal relationship: the influence of task difficulty and baseline achievement on learner trajectory

    Toni Honicke, Jaclyn Broadbent, M. Fuller‐Tyszkiewicz · 2023 · Higher Education Research & Development · 114 citations

    ABSTRACT According to Bandura’s theory of reciprocal determinism, self-efficacy and academic achievement can have a mutual influence over one another. While empirical research generally supports this position, little focus has been given to within- and between-person factors that may moderate this relationship. The present study explored how initial performance and task difficulty impact learners’ performance and self-efficacy trajectory over subsequent tasks. A diverse university sample of 261 students; 118 females aged 18–67 and 143 males, aged 18–64, was used. Significant positive pathways were found in the achievement-self-efficacy direction, but not for pathways in the self-efficacy-per

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  18. Self-efficacy mechanism in human agency

    Albert Bandura · 2024 · Psihologìâ ì suspìlʹstvo · 10 citations

    The article announces a theoretically complete and methodically substantiated author’s concept of personal self-efficacy, which justifies this integral psychosocial f u n c t i o n a l as one of the basic cognitive mechanisms of human developmental presence in the world. Essentially, it is said about the three-factorially formed (personality, environment, behavior) conscious ability and self-valued ability of a person to carry out behavior in accordance with a complex task or newly appeared problem situation and eventually successfully cope with life problems. The first two subsections, outlining the functional possibilities and various effects of self-perception of one’s efficacy (intensif

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  22. Perceived self-efficacy in the exercise of personal agency

    Albert Bandura · 1990 · Revista Española de Pedagogía · 4 citations

    En este artículo, el autor afirma que las creencias de autoeficacia percibida son un factor causal en el desencadenamiento de la conducta humana; al igual que un predictor del rendimiento. Por ello, las autoprecepciones positivas de eficacia van acompañadas de óptimos rendimientos. La opinión sobre la propia eficacia es uno de los más importantes mecanismos de la conducta e influye en cómo pensamos, sentimos y actuamos. Son las creencias del sujeto sobre sus capacidades las causa de la conducta psicosocial a través de procesos cognitivos, motivacionales, afectivos y de selección de vida profesional y de los ambientes en los que van a actuar.El autor afirma que los juicios de eficacia person

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  23. Exploring the Mediation Effect of Academic Self-Efficacy on Academic Procrastination, Performance, and Satisfaction [Letter]

    B. Prasetio, Endang Supardi, Hari Mulyadi, et al. · 2024 · Psychology Research and Behavior Management · 1 citations

    We read with great interest the recently published article entitled “The Mediating Effects of Academic Self-Efficacy on Academic Procrastination, Performance, and Satisfaction of Chinese Local Universities of Technology Students”. 1 The findings of this study provide invaluable insights for policymakers, educators, and educational administrators on the importance of improving students’ self-efficacy to reduce procrastination and increase overall academic satisfaction. This study has several strengths: 1) Integration of new variables. This study was well able to link academic procrastination, self-efficacy, performance, and satisfaction into a coherent framework. 2) Robust methodology. The us

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  24. The Impact of Constructivist Teaching on Class Performance among Teachers with Low Self-Efficacy

    Blerina Çibukçiu, Albulene Shaqiri · 2024 · Journal of Educational and Social Research · 1 citations

    Constructivist teaching has the potential to help teachers with low-self efficacy to improve the academic performance of their students. The objective of this study was to gain an understanding of the impact of the use of the constructivist approach on classroom academic performance among teachers with low self-efficacy. Employing a quantitative research design, data was collected using the “Teacher Self-Efficacy Scale” questionnaire from Bandura (1997) translated and adapted to the Albanian language. In addition, objective observation has been done through the standardized instrument “The Classroom Assessment Scoring System”. The study was conducted in four primary schools in the municipali

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