Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem

Zuffianò, Antonio; Alessandri, Guido; Gerbino, María; Kanacri, Bernadette Paula Luengo; Giunta, Laura Di; Milioni, Michela; Caprara, Gian Vittorio

doi:10.1016/j.lindif.2012.07.010

Cited by 197 publications

(130 citation statements)

References 36 publications

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“…Findings from this study corroborate previously reported results that endorse the value of exploring the relationship between personality-related measures and AP in adolescents (Caprara et al, 2011;Zuffiano et al, 2013). However, the strongest relationship found in the present study was the relationship between grades at time 1 and time 2.…”

Section: Discussionsupporting

confidence: 91%

“…Alongside this, the predictive validity of Academic Self-efficacy has been established in the academic context (Britner & Pajares, 2006;Caprara et al, 2011;Zuffiano et al, 2013), as advocated by Bandura (1997). In this study, Academic Self-efficacy emerges as the most consistent construct of the three in terms of its predictive validity when controlling for covariates, and appears to be central and pivotal in the pathway toward achievement.…”

Section: Discussionmentioning

confidence: 72%

“…Although this study has similarities with the Italian studies conducted by Caprara et al (2011 and Zuffiano et al (2013), it was with a group of secondary students toward the end of their extended (i.e. beyond 16) secondary education and set within a different culture.…”

Section: Summary and Aimsmentioning

confidence: 91%

“…In a series of studies set within the Italian culture (Caprara et al, 2011;Di Giunta et al, 2013;Zuffiano et al, 2013), an adaptation of a children's Academic Self-efficacy measure (Pastorelli, Caprara, Barbaranelli, Rola, Rozsa & Bandura, 2001) was used in a longitudinal study that tracked children's performance from early to late-teenage years.…”

Section: Academic Self-efficacy: Agency Mastery and Self-regulation mentioning

confidence: 99%

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Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

McIlroy

Poole

Ursavaş

et al. 2015

Learning and Individual Differences

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Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy http://researchonline.ljmu.ac.uk/860/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. Abstract -The predictive map for personality-related measures has evolved into distal, proximal and immediate associates of academic performance. This study used distal (Five Factor Model) and proximal (Academic Self-efficacy, ASE) associates with GPA (a specific facet of academic performance) at two time points with secondary level students at sixth form college (N = 106, average age 17 and evenly balanced by gender).Openness, Conscientiousness and ASE were associated with GPA at weak to moderate levels. In a path analysis with ASE as the mediator, the three constructs explained 17% variance on academic performance at time 1 and 42% at time 2 when a direct effect from GPA1 to GPA2 was introduced, with Openness and ASE remaining statistically significant when controlling for GPA1, and all three constructs provided significant indirect effects. Findings demonstrate the salient value of Openness and Conscientiousness, when configured with ASE as the mediator. Findings are applied to the approaches that facilitate learning pathways and support ability processes in achievement.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 72%

Section: Summary and Aimsmentioning

confidence: 91%

Section: Academic Self-efficacy: Agency Mastery and Self-regulation mentioning

confidence: 99%

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Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

McIlroy

Poole

Ursavaş

et al. 2015

Learning and Individual Differences

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“…Flemming (1932) showed that personality and emotions were correlated with academic performance. Subsequently, some of the determinants of academic performance studied by other researchers are Intelligence (Laidra, Pullman, & Allik, 2007;Chamorro-Premuzic & Furnham, 2008); Personality (Komarraju, Karau, Schmeck, & Avdic, 2011;Rosander, Backstrom, & Stenberg, 2011); Personality traits, self-esteem, and self-efficacy beliefs (Di Giunta, Alessandri, Gerbino, Luengo, Zuffiano, & Caprara, 2013); Educational persistence, motivational, and study skills indicators (Moreira, Dias, Vaz, & Vaz, 2013); Extracurricular activities (Ackerman, Chamorro-Premuzic, & Furnham, 2011); Gender (Furnham, Monsen, & Ahmetoglu, 2009); Self-efficacy beliefs in self-regulated learning (Zuffianò, Alessandri, Gerbino, Luengo, Di Giunta, Milioni, & Cappara, 2013); Learning styles (Entwistle, 2001;Cassidy, 2004;Vermunt & Vermetten, 2004;Ng, Pinto, & Williams, 2011); Socioeconomic status (SES) (Hauser, 1994;Sirin, 2005;Zuffianò et al, 2013); Gender differences (Carvalho, 2016); and Negative justice contact and school expulsion (Robison et al, 2017). In the current study, the dependant variable will be academic performance.…”

Section: Academic Performancementioning

confidence: 99%

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Rowtho¹

2017

HES

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Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

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Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement

Dadandı,

Yazıcı

2024

British Educational Res J

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While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability, selected motivational constructs (i.e., academic self‐efficacy, academic self‐concept, self‐esteem and student engagement) and academic achievement within a structural model. A total of 346 (M = 52%, F = 48%; Mage = 12.98 ± 0.98) middle school students completed Primary Abilities Test 6–8, Myself as A Learner Scale, Academic Self‐Efficacy Scale, School Short‐Form of the Coopersmith Self‐Esteem Inventory and Student Engagement Scale. Path analysis revealed that general cognitive ability had a direct effect on academic achievement and significant indirect effects on academic achievement through academic self‐efficacy, as well as on student engagement through both academic self‐efficacy and academic self‐concept. Moreover, academic self‐efficacy had significant direct effects on both academic achievement and student engagement. Additionally, self‐esteem and academic self‐concept had significant direct effects on student engagement, as well as indirect effects on both academic achievement and student engagement through academic self‐efficacy. The present study contributes to the understanding of dynamics between cognitive and motivational variables in shaping academic achievement and provides valuable insights for educators and policymakers to develop effective pedagogical designs and strategies for improving student learning outcomes.

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Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem

Cited by 197 publications

References 36 publications

Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement

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