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A serdülők iskolai énhatékonyságának, aspirációinak és az iskola teljesítményének vizsgálata a célorientációs elmélet tükrében
... Az énhatékonyság és a tanulmányi teljesítmény pozitív összefüggését bizonyították más kutatások is (Bong & Skaalvik, 2003;Nisbet et al., 2005;Wen & Johnson, 1997). Ezek közül meg kell említeni a diákok körében végzett énhatékonyság-vizsgálatokat (Turner et al., 2009;Molnár & Péter-Szarka, 2017), melyek alátámasztották, hogy a magasabb énhatékonyságú diákok tanulmányaik iránti elköteleződése is erősebb lesz (Olivier et al., 2019). ...
Az élethosszig történő tanulás feltétele az önszabályozott tanulásra való képesség. Az oktatási folyamatban a pedagógus alapvető feladata a tanulók önszabályozott tanulásának támogatása, fejlesztése. A tanulmány egy kutatótanári program részkutatásának elméleti alapjait mutatja be, ezzel célként kitűzve a kutatás fogalmi bázisának meghatározását, a fogalmak összefüggéseinek bemutatását, a kutatási probléma kibontását, a kutatási kérdések és hipotézisek megfogalmazását, valamint a kutatás módszereinek bemutatását. Mivel a longitudinális vizsgálat még folyamatban van, ezért az adatok elemzése és értelmezése a közeli jövő feladata. Remélhetőleg a vizsgálat eredményei hozzájárulnak a pedagógiai értékelés módszertanának gazdagításához.
... Azok a tanulók, akik bíznak a saját képességeikben, nagyobb erőfeszítést tesznek az iskolai feladatok megoldására, jobban elmélyülnek a feladatokban és nagyobb érdeklődést is mutatnak iránta, ami az iskolai sikeresség tekintetében meghatározó jelentőségű. A magas énhatékonysággal jellemezhető tanulók a nehézségek ellenére is kitartanak céljaik mellett, és bátrabban vágnak bele a nehezebbnek ígérkező feladatok megoldásába (Jámbori, Kőrössy, & Szabó, 2019;Molnár & Péter-Szarka, 2017). Az érzelmek alakulása szempontjából az énhatékonyság érzése az iskolai kötődés mértékét is bejósolja és szerepet játszik abban, hogy a tanuló mennyire szívesen jár iskolába (Szabó, Zsadányi, & Szabó Hangya, 2015). ...
The goal of the present study was the examination of the structural validity, internal consistency and temporal stability of the 3 × 2 Achievement-Goal Questionnaire (AGQ – Elliot, Murayama & Perkun, 2011) in a Hungarian university (N = 745) sample. Two versions of the 3 × 2 were established: the first one is the verbatim translation of the original scale; the second includes new items which perfectly fit to the theoretical underpinnings of the model but these additional items make easier the understanding and less monotonous the questionnaire than the original ones. Confirmatory factor analyses proved that both 3 × 2 models have good structural validity on the Hungarian sample with good internal consistencies and acceptable temporal stability. Furthermore, achievement goals were correlated with individual differences in impulsivity (UPPS). According to the results, task and self goals are independent or negatively correlated to impulsivity, while other goals are independent or positively correlated to the factors of UPPS impulsivity scale. In sum, our results suggest that the 3 × 2 Achievement Goal Model appears to be adequate regarding Hungarian university samples.
Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed.
Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance. Building on the research in the parenting style literature, along with examining components of self-determination theory, the present study examined the relations among authoritative parenting style, academic performance, self-efficacy, and achievement motivation using a sample of college students (N = 264) . Results indicated that authoritative parenting continues to influence the academic performance of college students, and both intrinsic motivation and self-efficacy predicted academic performance. Additionally, the study tested the interaction between self-efficacy and authoritative parenting, but the interaction was not significant. Implications for future research and applications are discussed.
Background:
There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures, New Zealand is an important context in which to investigate the role of culture in such processes.
Aims:
This study investigated goal orientation and self-efficacy beliefs among students of different cultural backgrounds in New Zealand, associations between motivational beliefs and achievement, and whether any relations differed by cultural background.
Sample:
Participants were 2,210 students attending three intermediate schools.
Methods:
Participants responded to a questionnaire at the beginning of the school year to evaluate self-efficacy for mathematics and mastery and performance goal orientation. Participants also completed a standardized mathematics achievement test at the beginning and end of the year.
Results:
The factor structure was sufficiently invariant by cultural group, but with statistically significant differences in average level of endorsement. Self-efficacy for mathematics predicted marginally higher end-of-year achievement after controlling for beginning-of-year achievement, with a stronger relationship for Māori and Pasifika, but no statistically significant relationship with achievement among Asian students.
Conclusions:
The questionnaire used was a valid instrument for the four main cultural groups in New Zealand. Differences were found in motivation levels, and Māori and Pasifika were more affected by their self-reported self-efficacy. Teachers may be able to raise students' self-beliefs by conveying high expectations for these students, potentially supporting higher academic outcomes.
Empirical research and organismic theories suggest that lower well-being is associated with having extrinsic goals focused on rewards or praise relatively central to one's personality in comparison to intrinsic goals congruent with inherent growth tendencies. In a sample of adult subjects (Study 1), the relative importance and efficacy of extrinsic aspirations for financial success, an appealing appearance, and social recognition were associated with lower vitality and self-actualization and more physical symptoms. Conversely, the relative importance and efficacy of intrinsic aspirations for self-acceptance, affiliation, community feeling, and physical health were associated with higher well-being and less distress. Study 2 replicated these findings in a college sample and extended them to measures of narcissism and daily affect. Three reasons are discussed as to why extrinsic aspirations relate negatively to well-being, and future research directions are suggested.
Examined the predictions of A. Bandura's (see record
1977-25733-001) theory of self-efficacy (SE) in a competitive, motor-performance situation. 30 university students of each sex were randomly assigned to either a high- or a low-SE condition in a sex-by-trials factorial design. SE was manipulated by having Ss compete against a confederate on a muscular leg-endurance task. Because SE theory predicts that expectation–performance differences are maximized in the face of obstacles and aversive consequences, the experiment was rigged so that Ss lost to the confederate on both trials. Results support SE predictions, with high-SE Ss (HSEs) extending their legs significantly longer than low-SE Ss (LSEs). After failing on Trial 1, HSEs extended their legs for a longer time than LSEs on Trial 2. Postexperimental questionnaire data indicate significant differences in cognitive states (e.g., expectations, attributions, self-talk) between HSEs and LSEs and between males and females. Results are discussed in terms of learned helplessness and differing patterns of sex-role socialization. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter overviews the nascent, yet growing literature utilizing the expanded 2×2 achievement goal framework, which employs a full crossing of the performance-mastery and approach-avoidance distinctions. This framework is first presented in historical context and discussed from a conceptual standpoint. The antecedents and consequences that have been linked to the goals of the 2×2 model are then overviewed. Finally, we offer prescriptions for application in education based on the available literature, and recommend directions for further investigation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Structural equation modelling was used to test a model integrating achievement goal orientation, learning style, self-efficacy
and metacognition into a single framework that explained and predicted variation in performance. Self-efficacy was the strongest
predictor of performance. Metacognition was a weak predictor of performance. Deep processing had a weak, negative relationship
with performance. Mastery-approach goals were related to deep-processing and surface-processing learning styles. Mastery-approach
and performance-approach goals were positive predictors of self-efficacy. Mastery-avoidance and performance-avoidance goals
were related to self-efficacy.