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The level of academic self-efficacy and its relationship to achievement goal orientations and academic achievement
Abstract
This research aimed to determine the degree of academic self-efficacy among postgraduate university students and to explore its correlation with achievement goal orientation and academic achievement. The study employed a quantitative descriptive and comparative methodology, sampling 363 male and female postgraduate students from diverse disciplines within the College of Education at King Saud University. An achievement goal orientation scale along with a self-constructed academic self-efficacy scale was used for data collection. The findings indicated that students exhibited a high level of academic self-efficacy. However, no significant relationship was found between academic self-efficacy and performance-approach or performance-avoidance orientations. A negative correlation was observed between academic self-efficacy and mastery-avoidance orientation, a positive relationship between academic self-efficacy and mastery-approach orientation and a positive relationship between academic self-efficacy and academic achievement. There were also differences in academic self-efficacy according to the stage of study (M.A. versus Ph.D.) However, no significant differences were found in academic self-efficacy according to gender (male and female).
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Our aim in the study was to examine age and gender differences in achievement goal orientations and their impact on self-reported persistence toward physical activities of middle school, high school, and college students. A total of 1254 students from four middle schools, two high schools, and one university participated in this study. Multiple regression analyses revealed that age, as a continuous variable, had a significant and positive effect on students’ mastery-approach goals, performance-approach goals, mastery-avoidance goals, and their persistence toward physical activities. In contrast, the endorsement of performance-avoidance goals was negatively related to students’ age. However, no significant gender differences or age-by-gender interactions were found for the four achievement goals. These findings suggest that future investigators should consider age (vs. grade) when examining maturational differences in young people’s achievement goal orientation in physical activity settings.
This study aims to examine the mutual effects between students’ academic self-efficacy beliefs and their achievement goal orientations when both are examined in relation to academic achievement. The sample consisted of 376 tenth-grade students from the Sultanate of Oman. The participants responded to two questionnaires examining academic self-efficacy beliefs and achievement goal orientations. To examine the best model that can explain the direct and indirect effects between the two predicting variables, the researchers utilized the AMOS25 software. The results indicated the existence of reciprocal effects between students’ academic self-efficacy beliefs and their achievement goal orientations in their relationship to academic achievement. Both proposed models obtained good fit indices and both explained relatively equal percentages of variance in academic achievement. That is, the model that had achievement goal orientation as a mediating variable explained 27% of variance in academic achievement. Similar amount of variance (26%) was obtained by the model where academic self-efficacy beliefs acted as a mediator.
هدف البحث للكشف عن التأثيرات المتبادلة بين التوجهات الهدفية ومعتقدات الكفاءة الذاتية الأكاديمية في علاقتهما بالتحصيل الدراسي لدى (376) طالبًا وطالبة من طلبة الصف العاشر بسلطنة عمان، والتوصل لأفضل نموذج يفسر التأثيرات المباشرة وغير المباشرة بين المتغيرات الحالية، وباستخدام مقياس معتقدات الكفاءة الذاتية الأكاديمية والتوجهات الهدفية. توصلت النتائج باستخدام برنامج AMOS25 عن وجود تأثيرات تبادلية بين معتقدات الكفاءة الذاتية الأكاديمية والتوجهات الهدفية في علاقتهما بالتحصيل الدراسي، حيث أشارت النتائج إلى أن النموذجين المقترحين قد حقق كل منهما المؤشرات الخاصة بحسن المطابقة، كما بينت النتائج أن نسبة التباين المفسر في التحصيل الدراسي كان متقاربا بين النموذجين؛ إذ تم تفسير 27% من التباين باستخدام التوجهات الهدفية كمتغير وسيط، بينما تم تفسير 26% من التباين في النموذج الذي كانت فيه معتقدات الكفاءة الذاتية الأكاديمية وسيطا.
This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, foreign-language anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who were enrolled in a one-year preparatory programme at a state university in Turkey to improve their overall English proficiency. Criterion sampling was used to select the respondents. The results indicate that class attendance significantly predicts the overall academic achievement of students. It is also striking to see that FL self-efficacy played the most significant and positive role in predicting EFL learners' academic achievement. Moreover, FLA was a negative predictor of students' academic performance. Therefore, students' FL achievement decreases as anxiety increases. The study shows that class attendance is still a strong predictor of academic achievement in foreign language learning. In addition, self-regulated learning (SRL) reflected a significant increase in class attendance. The findings also confirm the correlations among the three constructs. The analysis yielded a medium negative correlation between FL self-efficacy and FLA in addition to a small positive correlation between FL self-efficacy and SRL. Given the growing role of blended and online learning, we advocate for the publication of more studies with longitudinal research designs examining the interrelations among SRL, academic performance and attendance in online and 'traditional' classrooms. The implications of the findings for teachers and language learners are also discussed.
In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11th-grade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 frameworks.
In recent years, considerable attention has been given to how the physical structure of active learning classrooms affects academic performance, but little is known about how these spaces influence learners’ personal capability beliefs. The purpose of this study was to investigate how students’ beliefs and performance varied in two physical learning environments. Students (N = 372) enrolled in an entry-level undergraduate statistics course at a large public university that was taught in either a technology-enhanced, group-configured classroom or a traditional, forward-facing lecture classroom. Using surveys administered during the first and last week of the semester, students evaluated the importance of the learning environment and their self-efficacy for regulating their learning (e.g. focus, motivation) and for doing statistics. Between-groups analyses revealed that students in the two settings rated the importance of the physical environment similarly. Self-efficacy for self-regulation decreased across the semester in both settings. Within-group analyses showed that statistics self-efficacy decreased in the technology-enhanced classroom but increased in the traditional classroom. Statistics self-efficacy significantly predicted course grades in both classroom types. The effect of classroom environment on self-efficacy was moderated by student gender. This research provides initial insights about how physical classroom environments are related to personal capability beliefs in undergraduate education.
Recognition of the factors affecting the medical students' academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning strategies and learning-related emotions in the relationship between academic self-efficacy with academic performance in medical students.
Methods:
The present study was carried out on 279 students of medicine studying at Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3.
Results:
The results of structural equation modeling revealed that the students' self-efficacy has an impact on their learning-related emotions and metacognitive learning strategies, and these, in turn, affect the students' academic performance. Moreover, learning-related emotions influence the metacognitive learning strategies, which in turn mediate the effect of emotions on academic performance.
Discussion:
The results of this study revealed that metacognitive strategies and learning-related emotions could play a mediating role in the relationship between students' self-efficacy and academic performance.
The purpose of this study was to examine the relationship between knowledge monitoring and motivation as defined by self-efficacy and goal orientations. A path model was proposed to hypothesize the causal relations among predictors of the students total score in the Educational Psychology course. The sample consisted of undergraduate students enrolled in two sections of the Educational Psychology course at a large Midwestern university. The data collection process took place during two semesters (Fall 2010 and Spring 2011). Subjects completed a knowledge monitoring assessment (KMA) and combined scale of self-efficacy and goal orientations online. Results of the study confirmed the positive correlations between knowledge monitoring, self-efficacy, mastery goals, and total exam score. The path analysis revealed that two predictors had significant direct effects on total score, knowledge monitoring and mastery goals. Self-efficacy had a significant direct effect on mastery goals. Although self-efficacy significantly correlated with total score, the parameter between self-efficacy and total score was not significant. Knowledge monitoring did not significantly correlate with self-efficacy and mastery goals. The path analysis revealed no significant exogenous parameters from or to performance goals. The current study provided some insights in understanding the relationship between knowledge monitoring and motivation as defined by self-efficacy and goal orientations. Recommendations and suggestions for future research were discussed.
A random sample of 169 students (42 males and 127 females) taken from Degol primary school participated in this study. Data were collected using different scales to assess the predictive powers of self-efficacy, self-regulation, and cognitive strategy use to academic achievement. Correlational analysis revealed that all the relationships were significant and in the expected directions. The multiple regression analysis evidenced that self-efficacy, self-regulation, and cognitive strategy use variables jointly explained 44.8% of the variances in academic achievement. The result of stepwise regression analysis (forward method) suggested that the only significant predictor variable to academic achievement of primary school students was self-efficacy. Self-regulation and cognitive strategy use were not found to be significant predictors of academic achievement. Finally, suggestions that may help alleviate the problem were forwarded.
The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic self- efficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic self- efficacy and self-regulated learning were positive, significant and moderate.
In this chapter, we examine relations between achievement goal theory and student engagement. Achievement goal theorists generally examine two types of goals (mastery and performance goals), each of which has been conceptualized as having both approach and avoid components. After reviewing the history and development of achievement goal theory and describing the current four-factor model, we examine correlates of achieve-ment goal orientations; these include students' beliefs about intelligence, academic achievement, and engagement (cognitive, emotional, and behav-ioral). We then review research on classroom goal structures; we specifi -cally examine how classroom contexts, as conceptualized through goal orientation theory, are related to student engagement. We also review instructional practices that are related to both mastery and performance goal structures and how those practices are related to academic achievement. Achievement goal theory is a framework that is used to explain and study academic motivation. The theory became particularly prominent during the 1980s and 1990s and has emerged as one of the most accepted and supported theories in the fi eld of educational psychology (Elliot, 1999 ;
The editors of this volume asked us to summarize the current state of achievement goal research and to predict the next 10 years of research. A relatively simple task, one might think. Ten years is not that much time. Yet predicting the future is, as any doomsday cultist can attest, fraught with error. This is due to the simple fact that our immersion in the present hinders us from recognizing how we might think or feel differently in the future. Invariably, the predicted future is a somewhat flawed variation of the present, because, as Gilbert (2007) notes, “we fail to recognize that our future selves won’t see the world the way we see it now” (p. 121). Thus, any prophecies we might offer are likely to be anchored to the particular theoretical, methodological, and ideological positions that we currently hold.
Given this blind spot, we resolved to not make any predictions at all and instead offer a
‘wish list’ for achievement goal research over the next 10 years. This list covers topics that we personally think are compelling and exciting new areas that hopefully will help stimulate new advancements in achievement goal theory. We begin this chapter with a review of achievement goal theory and research from the early 1980’s to the present. We then identify several vital issues that theorists and researchers are currently grappling with, or at least in our view ought to be grappling, in order to advance the field. Finally, we provide a wish list of research directions for the next 10 years of achievement goal research that focuses on three inter-related areas: methods (of research), mechanisms (of goal effects), and multiple goal dynamics.
Two studies were designed to extend Butler's (2007) model and measure of achievement goals for teaching, to recognize that teaching is an interpersonal endeavor, not just personal endeavor. In Study 1, results from 530 teachers in Israel confirmed the predicted 5-factor model comprising relational goals, whereby teachers aspire to create close and caring relationships with students, in addition to the previously identified mastery, ability-approach, ability-avoidance, and work avoidance goals for teaching. Results from a subsample of 272 teachers confirmed that the teachers' goals were coherently and differentially related to their teaching practices, assessed several months later. The most important results showed that only relational goals predicted teacher social support; they also predicted mastery instruction. Teacher ability-approach and ability-avoidance goals both predicted performance instructional practices. Multilevel analyses of data from 73 teacher–class pairs (1,790 students) in Study 2 showed that teacher relational goals also predicted student reports of teacher social support and mastery instruction; mastery goals were negatively associated with student perceptions of performance practices. Teachers' goals, but not teachers' reports of instruction, predicted students' perceptions of instruction. The results supported extension of Butler's model to incorporate relational goals for teaching and confirmed that strivings to connect are at the heart of effective teaching. The results also shed new light on relations between teachers' goals and teachers' approaches to instruction and on teacher and student perspectives on instruction. Differences in boys' and girls' perceptions of instruction imply that it is important to consider possible gender differences in research on classroom goal structures.
The goal of this study was to understand the roles of goal orientation and self-efficacy when learning from worked examples. A Web-based learning environment, used as a component of a traditional undergraduate chemistry course, served as the context for the study. Goal orientations were derived from Elliot and McGregor's (2001) achievement goals framework. Structural equation modeling was applied to measures of individual goal orientation, self-efficacy, use of online worked examples and achievement (N=176). Results indicate that a mastery-approach orientation was the strongest predictor of achievement, but worked example use and self-efficacy were not related to either of the mastery orientations. For the performance orientations, worked example use was established as an antecedent to self-efficacy and achievement. Results are discussed in terms of goal theory and its application to the design of instructional materials. (Contains 3 tables and 2 figures.)
A hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom with 178 undergraduates. Mastery, performance-approach, and performance-avoidance goals were assessed and their antecedents and consequences examined. Results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectancies; and performance-approach goals, in achievement motivation, fear of failure, and high competence expectancies. Mastery goals facilitated intrinsic motivation, performance-approach goals enhanced graded performance, and performance-avoidance goals proved inimical to both intrinsic motivation and graded performance. The proposed model represents an integration of classic and contemporary approaches to the study of achievement motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Validity of the 2 × 2 achievement goal framework for school-aged children and adolescents was examined, using self-report responses from 1,196 Korean elementary and middle school students. Confirmatory factor analysis models hypothesizing 4 distinct achievement goal factors demonstrated the best fit in all age groups. Nevertheless, achievement goals of these young students were strongly correlated with each other, regardless of the goal definition or valence. The correlation became increasingly weaker with the increasing age of the respondents. Students in Grades 1-4 endorsed a mastery-approach goal most strongly, but those in Grades 5-9 endorsed a performance-approach goal. Performance-avoidance and mastery-avoidance goals received significantly lower average ratings than did the 2 approach goals in all age groups. Whereas both mastery-approach and performance-approach goals correlated positively with self-efficacy, strategy use, and performance in math, only the performance-approach goal correlated positively with anxiety. Anxiety also correlated positively with the 2 avoidance goals. A performance-avoidance goal further demonstrated positive correlation with help-seeking avoidance, whereas a mastery-avoidance goal did so with strategy use.
The relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a reliable and valid self-report measure, the Motivated Strategies for Learning Questionnaire. Classroom experience was measured with students'perceptions of productive classroom work teacher effectiveness, and cooperative work. Results showed thatpositive motivational beliefs were positively related to higher levels ofself-regulated learning. Classroom differences also were related to motivation and self-regulated learning. Intrinsic value later in the year was more strongly related to classroom experience than intrinsic value early in the year, whereas test anxiety was more traitlike, showing a stronger relation to earlieranxiety than to classroom experience. Self-efficacy, cognitive strategy use, and self-regulation were related to both early individual difference measures as well as classroom experience. Results are discussed in terms of the reciprocal relations between motivation and self-regulated learning as well as the implications for education. Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/68067/2/10.1177_027243169401400204.pdf
A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was proposed and tested in 3 studies. Factor analytic results supported the independence of the 4 achievement goal constructs. The goals were examined with respect to several important antecedents (e.g., motive dispositions, implicit theories, socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits), with particular attention allocated to the new mastery-avoidance goal construct. The results revealed distinct empirical profiles for each of the achievement goals; the pattern for mastery-avoidance goals was, as anticipated, more negative than that for mastery-approach goals and more positive than that for performance-avoidance goals. Implications of the present work for future theoretical development in the achievement goal literature are discussed.
This study investigated the relationship between academic self-efficacy and psychological adjustment among 2821 students (grades 7 to 12) who were selected from all Omani school districts. It also aimed at exploring the predictive possibility of academic self-efficacy by psychological adjustment, and identifying the differences in academic self-efficacy and psychological adjustment according to gender and age. Two scales of academic self-efficacy and psychological adjustment were applied in order to obtain study data, after verifying their validity and reliability. The results showed statistically significant differences due to gender and class in both academic self-efficacy and psychological adjustment. Moreover, results of the multiple regression analysis showed that the adaptive adjustment subscale was the only significant predictor of academic self-efficacy and contributed with a percentage of (15.2%) in explaining the difference in students' scores in the academic self-efficacy scale.
Despite the popularity and the importance of MOOCs in global education in recent years, they have not become the focus of self-efficacy studies. In addition, most available MOOC research resides in Western economies, not in Asian countries. No studies up to this point have explored the change in engineering student self-efficacy before and after they finish a MOOC or the relationship between engineering students’ self-efficacy and academic performance in a MOOC learning environment. This present study examined if there were any changes in the self-efficacy levels of a group of students before and after they attended a blended MOOC on English Technical Writing skills. It explored the relationship between self-efficacy and academic performance and looked for possible differences in self-efficacy and academic performance with respect to different demographic variables. A Paired-samples t-test helped to measure differences in self-efficacy scores at the beginning and end of the course. Pearson correlation was conducted to examine if self-efficacy predicted students’ course grades at the end of the course. Descriptive analysis, t-test, and ANOVA were used to measure the differences between the mean scores of self-efficacy and academic performance regarding different demographic variables. Results showed that students became more self-efficacious after they attended the blended MOOC. Self-efficacy significantly predicted academic performance. Students who reported higher self-efficacy levels gained better scores. Participants differed significantly in their self-efficacy and academic performance in relation to age group, English proficiency level, and educational level. Suggestions for future research are made based on the results of the study.
The present study explored the effects of school connectedness and academic self-efficacy beliefs on academic performance among male and female high school students. It was hypothesized that hope would mediate the effects of school connectedness and academic self-efficacy beliefs on academic performance. The statistical population of the study included all high school students in a city of Iran, from whom 500 individuals were selected as the study sample using multistage random sampling. To collect the required data, three questionnaires – i.e., academic self-efficacy subscale from the Patterns of Adaptive Learning Scale by Midgley et al., Children’s Hope Scale by Snyder et al., and Brown and Evans’ School Connectedness Scale – were used. Structural equation modeling (SEM) was also applied to evaluate the proposed model, and the results indicated the statistical significance of all the path coefficients between the variables. The model showed the positive and significant relation of school connectedness, academic self-efficacy beliefs, and hope with academic performance and the relation of school connectedness and academic self-efficacy beliefs with hope. The fit indices showed that the model was well-fitted. Furthermore, the significance of all the indirect relationships was also confirmed. We concluded that, the high levels of school connectedness and academic self-efficacy are associated with high academic performance and hope seems to be an important mediator of these relationships.
PurposeSelf-efficacy, academic motivation, and self-regulation have been identified as important factors contributing to students’ learning success in general education. In the field of medical education, however, few studies have examined these variables or their interrelationships as predictors of undergraduate medical students’ learning outcomes, especially in the context of flipped learning.Methods
Using structural equation modeling (SEM), this study explored the impact of self-efficacy on 146 first- and second-year medical students’ academic achievement in a flipped-learning environment, and whether such impact (if any) was mediated by academic motivation and self-regulated learning (SRL) strategies.ResultsOn average, students scored highest on self-efficacy (mean = 5 out of a possible 7), followed by intrinsic motivation (mean = 4.59), resource-management strategies (mean = 4.48), metacognitive strategies (mean = 4.46), extrinsic motivation (mean = 4.24), and cognitive strategies (mean = 4.17). Our SEM results suggest that, while there was a direct effect of self-efficacy on learning outcomes, academic motivation and SRL strategies did not mediate it.Conclusions
By unpacking the structural relationships among self-efficacy, academic motivation, SRL strategies, and learning outcomes, this study provides evidence-based support for the importance of promoting students’ self-efficacy in undergraduate medical flipped-learning environments. Strategies for increasing students’ self-efficacy are also discussed.
Teaching in the inclusive classroom is complex. One construct that relates closely to the teaching practices is self-efficacy of teachers. Teachers with a high sense of inclusive teaching efficacy tend to create classroom environments where students with a range of abilities and learning styles succeed. Research on inclusive teacher efficacy construct is relatively new and gaining significant attention by researchers worldwide. This chapter provides an overview of self-efficacy in general. The chapter then provides a detailed description of inclusive teacher efficacy, how the construct is measured and some prominent findings. A key focus of the chapter is to review research on inclusive teaching efficacy within the Asian context with possible implications of the research for policy makers and researchers in Asia and beyond.
Objective: This study aimed to identify contextual and clinical factors contributing to the quality of experience of people participating in psychosocial rehabilitation activities (RA) and to investigate the association of RA with optimal experience or flow, a state characterized by the perception of high challenges and high skills, deep concentration, positive affect, clear goals, control and autonomous motivation, which contributes to individuals' well-being. Method: Twenty-seven people at an Italian psychiatric rehabilitation center provided real-time information on daily activities and associated experience through experience sampling method. Multilevel models were calculated to assess the factors contributing to participants' quality of experience. Results: Analyses showed that situation-contingent factors—type of activity and relationship between perceived challenges and skills—predicted partici-pants' quality of experience over and above the clinical factors taken into account in this study: level of global functioning (GAF), rehabilitation duration, and type of setting (residential vs. semiresidential). In addition, RA were prominently associated with optimal experience. Conclusion and Implications for Practice: Results suggest the importance for people involved in rehabilitation programs to engage in challenging tasks, favoring both the onset of positive and complex experiences and skill development. Findings further show the usefulness of real-time assessment methods in monitoring the rehabilitation process.
As young people are increasingly dependent on Social Networking sites (SNS) to socialize, seek information, and self-broadcast, their SNS consumption has been found to be associated with social capital and social support in a positive way especially among individuals with low psychological assets. This exploratory study investigated SNS involvement in relation to college students' perceived self-efficacy change afterwards based on the social cognitive theory and literature review on social media effects studies. Undergraduate students (N = 395) in a Midwest U.S. public university participated in a web survey in September 2012. Results indicated a positive potential of involving in SNS activities to strengthen users' self-efficacy. Research data also point to the mediating roles of social support and social learning on SNS involvement and self-efficacy, especially among low self-efficacy college students with homogenous SNS networks. Theoretical and practical implications are discussed.
Citation Classic Commentary:Bandura A. Exercise of control through self-belief . Current Contents 20, p.14, May 15 1989
Context:
According to goal orientation theory, achievement goals are defined as the terminal point towards which one's efforts are directed. The four academic achievement goal orientations commonly recognised are mastery, performance approach, performance avoidance and work avoidance. The objective of this study was to understand the goal orientation of second year undergraduate medical students and how this correlates with their academic performance.
Methods:
The study population consisted of 244 second year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Melaka Manipal Medical College, Manipal campus, Manipal University, India. Students were categorised as high performers and low performers based on their first year university examination marks. Their goal orientations were assessed through a validated questionnaire developed by Was et al. These components were analysed by independent sample t-test and correlated to their first year university examination marks.
Results:
Confirmatory component factor analysis extracted four factors, which accounted for 40.8% of the total variance in goal orientation. The performance approach goal orientation alone explained 16.7% of the variance followed by mastery (10.8%), performance avoidance (7.7%) and work avoidance (5.7%). The Cronbach's alpha for 19 items, which contributed to internal consistency of the tool, was observed to be 0.635. A strong positive correlation was shown between performance approach, performance avoidance and work avoidance orientations. Of the four goal orientations, only the mean scores in work avoidance orientation differed for low performers and high performers (5.0 vs. 4.3; P = 0.0003).
Discussion:
Work avoidance type of goal orientation among the low performer group may account for their lower performance compared with high performer group. This indicates that academic achievement goal orientation may play a role in the performance of undergraduate medical students.
For half a century, psychologist Albert Bandura has worked to advance a cognitive interactional model of human functioning that emphasizes the role of cognitive and symbolic representations as central processes in human adaptation and change. In his seminal 1977 publication, Bandura emphasized that these representations – visualized actions and outcomes stemming from reflective thought – form the basis from which individuals assess their personal efficacy. An efficacy belief, he contended, is the “conviction that one can successfully execute the behavior required to produce the outcomes” one desires (p. 193). Efficacy beliefs serve as the primary means by which people are able to exercise a measure of control over their lives. During the next two decades, Bandura (1986, 1997) advanced his social cognitive theory, in which people are viewed as self-organizing, proactive, self-reflecting, and self-regulating rather than as solely reactive organisms, products of environmental or concealed inner influences. From this agentic perspective, people are seen as contributors to their life circumstances, not just recipients of them. In this way, people are “partial architects of their own destinies” (Bandura, 1997, p. 8).
This study concentrates on the development and estimation of measurement properties of the College Academic Self-Efficacy Scale (CASES). Three university faculties in education and psychology developed a pool of routine, frequent academic behaviors of college students. The pool was examined by seven graduate teaching assistants and trimmed and reworded based on their suggestions, before being rated by 93 undergraduate educational psychology students. A 33-item assortment without hierarchical arrangement resulted. A five-point Likert-type instruction was appended. For reliability estimation, the scale was administered twice over an eight-week period to another group of 88 educational psychology students. Concurrent validities were estimated with two different criteria, and factorial validity was estimated via exploratory principal factor analysis. Finally, a new sample was asked to estimate the difficulty of performing each of the behaviors listed in the scale. Results indicate that the preliminary measurement properties of the CASES are encouraging. Additional validity studies are recommended. (TJH)
provides an overview of self-efficacy theory as it pertains to education / self-efficacy research is discussed here that is relevant to student learning, motivation, and achievement, along with some substantive issues
discusses research on the effects of goal setting, information processing, models, feedback, and rewards, on self-efficacy for learning and performing skills / reports on studies examining the relation of self-efficacy to achievement outcomes (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book provides the student with an understanding of theories and research on learning and related processes and demonstrates their application in educational contexts. The text is intended for graduate students in schools of education or related disciplines, as well as for advanced undergraduates interested in education. It is assumed that most students using this text are pursuing educationally relevant careers and that they possess minimal familiarity with psychological concepts and research methods.
Important historical theories are initially discussed, followed by accounts of current research. Differing views are presented, as well as criticism when warranted. A chapter is devoted to problem solving and learning in reading, writing, mathematics, and science.
The chapters on motivation, self-regulation, and instructional processes address topics relevant to learning theories. These topics traditionally have shown little overlap with learning theories, but fortunately this situation is changing. Researchers are addressing such topics as how motivation can influence quantity and quality of learning, how instructional practices impact information processing, and how learning principles can be applied to develop self-regulated learners.
The applications of learning principles focus on school-aged students, both because of personal preference and because most students are interested in working with children and teenagers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The level of academic self-efficacy among female students of science and humanities college in Jubail during distance education in light of the Corona Pandemic
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Structure of achievement goals orientation in light of (2x2) and (3x2) models among Qassim University students: Using structural modeling
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Academic procrastination and its relationship with academic self-efficacy and anxiety of the future career among students of the special education department at the faculty of early childhood education
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