A Study Strategies Self-Efficacy Instrument for Use with Community College Students

Silver, Bethany B.; Smith, Everett V.; Greene, Barbara A.

doi:10.1177/00131640121971563

Cited by 25 publications

(13 citation statements)

References 24 publications

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“…Trice reported acceptable test-retest reliability for a five week interval at .92. Participants also completed the 32-item Study Skills Self-Efficacy Scale (Silver, Smith, & Greene, 2001), which has students rate how accurately each statement describes their behavior along a 6-point Likert scale (1 = strongly agree, 6 = strongly disagree). This scale measures student selfefficacy, or confidence, in study strategies.…”

Section: Methodsmentioning

confidence: 99%

Underpinnings of Academic Success: Effective Study Skills Use as a Function of Academic Locus of Control and Self-Efficacy

Landis¹,

Altman²,

Carvin³

2007

PsiChiJournal

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I t is not uncommon to hear a student blame a teacher for a low grade in a course, but the implications of such comments are not always addressed. Incidentally, these occurrences provide insight into where the student believes the control of reinforcement over an outcome exists. Within the framework of social learning theory, Rotter (1966) introduced generalized expectancies for internal versus external control of reinforcement, which refers to the belief or expectation that control of reinforcement for future outcomes exists primarily within oneself or in external sources. For example, individuals with a prototypical internal locus of control perceive a direct link between their actions and the rewards and punishments they incur in day-today life. Individuals with a prototypical external locus of control believe that rewards and punishments vary with external sources, such as luck, fate, or powerful others. The construct of locus of control has enjoyed widespread attention in the scientific literature, which logs a compelling record of its usefulness. An internal locus of control is often tied to greater academic performance (Carden, Bryant, & Moss, 2004). One explanation for this pattern of data is that students with an internal locus of control perceive a link between their behavior and control over the reinforcement, which makes them more likely to put forth the effort to do well. Logically, their external counterparts are less consistent in their academic efforts because the reward for the behavior is expected to come from external sources. For example, Trice and Hackburt (1989) examined the relationship between academic locus of control and college absenteeism. The researchers measured students' locus of control, and then asked students to keep diaries for 6 weeks, in which they recorded absences and noted whether those absences were illness-related. There was a significant correlation between an external locus of control score and absences unrelated to illness. Furthermore, Gump (2004) established a strong negative relationship between absences and course grade. These data lay credence to the claim that an internal locus of control is characteristic of effortful students who are more likely to perform better academically. When students believe the reward will become from internal sources (as opposed to external ones), they are more likely to do what is necessary to perform well (e.g., attend class). Thus, an internal locus of control

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Section: Methodsmentioning

confidence: 99%

Underpinnings of Academic Success: Effective Study Skills Use as a Function of Academic Locus of Control and Self-Efficacy

Landis¹,

Altman²,

Carvin³

2007

PsiChiJournal

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“…To create the LSSS, Ruban (1999) drew from the 47-item Study Skills Self Efficacy Scale (SSSE) of Ramirez and Owen (1991) and from Zimmerman's (1989) publications on selfregulated learning. Alpha reliabilities for each of the 5 factors on the SSSE, which were incorporatedinthe LSSS andsubsequently inthe AUSSLS, ranged from .78 to .91 (Ruban, McCoach, McGuire, & Reis, 2003;Silver, Smith, & Greene, 2001). …”

Section: Instrumentmentioning

confidence: 99%

Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Renzulli¹

2015

NACADA Journal

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One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The participating students, from a large, public university, reported benefits from the study skills course and studied for twice as many hours after participating in the intervention. A case study of 1 participant illustrates the ways students learned to use varied and effective study strategies. The findings provide empirical support for the use of diverse advising strategies, including direct, specific study-skills instruction for students struggling academically upon matriculation.

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“…Self-efficacy represents the student's belief that he or she can successfully perform a task (Bandura, 1997;Pajares, 1996;Schunk, 1991). Researchers have found that students with high self-efficacy are more likely to make use of deep cognitive strategies and to engage in self-regulation than students with low self-efficacy (Li & Cheung, 2001;Meece, Blumenfeld, & Hoyle, 1988;Miller, Behrens, & Greene, 1993;Pintrich, 1989Pintrich, , 1999Pintrich & De Groot, 1990;Pintrich & Garcia, 1991;Pintrich & Schrauben, 1992;Pokay & Blumenfeld, 1990;Schunk & Ertmer, 2000;Silver, Smith, & Greene, 2001;Wolters & Pintrich, 1998;Zimmerman, 2000Zimmerman, , 2002Zimmerman & Martinez-Pons, 1992).…”

Section: Students' Academic Achievementmentioning

confidence: 99%

Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students

Neuville¹,

Frenay²,

Bourgeois³

2007

PSYCHOL BELG

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This study, conducted with 184 first-year Belgian psychology students, examines the relations between motivational variables and achievement behaviours. A multiple-goal perspective with approach and avoidance dimensions was considered. Correlational, stepwise multiple regressions and MANOVA were performed. Results from the regressions indicate: (1) a direct effect of motivational variables on self-regulated learning strategies, and a direct effect of selfregulated learning strategies on performance, but no direct influence of motivational variables on performance; and (2) a direct influence of value and learning-approach goal orientation on choice. Results from the first multivariate analysis of variance (MANOVA) with task value and self-efficacy as independent variables only show a main effect of task value on all learning strategies and behavioural outcomes. Results from the second MANOVA assert the positive effect of the endorsement of multiple goals on deep-learning strategies and choice.

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A Study Strategies Self-Efficacy Instrument for Use with Community College Students

Cited by 25 publications

References 24 publications

Underpinnings of Academic Success: Effective Study Skills Use as a Function of Academic Locus of Control and Self-Efficacy

Underpinnings of Academic Success: Effective Study Skills Use as a Function of Academic Locus of Control and Self-Efficacy

Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students

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