Effects of questionnaire administration condition on children's achievement-related beliefs.

Stader, Sandra R.; Licht, Barbara G.

doi:10.1037/0022-0663.84.1.28

Cited by 8 publications

(10 citation statements)

References 18 publications

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“…This finding supports the use of GPA as the main predictor of past successful academic performance. This is supported by numerous studies previously conducted on academic achievement (Kluger & Koslowsky, 1988;Lent, Lopez, & Bieschke, 1991;Lufi, Parish-Plass, & Cohen, 2003;Malouff et al, 1990;Stader & Licht, 1992). The main source of feedback given to students is grades.…”

Section: Prediction Of Measures Of Past Success By Sub-constructssupporting

confidence: 59%

“…Many researchers have examined the relationship between self-efficacy beliefs and academic performance (Kluger & Koslowsky, 1988;Lufi, Parish-Plass & Cohen, 2003;Malouff et al, 1990;Stader & Licht, 1992), and a majority of the studies measuring academic performance operationalized this construct as students' grade-point averages (GPA). In the educational system in the United States, grades are the primary method of a students' performance feedback (Stader & Licht, 1992). Grades are the most widely used indicator of successful or unsuccessful academic performance (Lufi, Parish-Plass & Cohen, 2003).…”

Section: )mentioning

confidence: 99%

“…The first was the administration of five self-report measures to each student participant. As discussed in the previous chapter the Self-in-School (SIS) (Smith, 1988;Downs, 2005) and Academic Hardiness (AHS) (Benishek & Lopez, 2001) Anastasi, 1986;Kluger & Koslowski, 1988;Lufi et al, 2003;Malouff et al, 1990;Stader & Licht, 1992). It is important to note that multiple linear regression analysis is a statistical method used to assess the predictive relationships between variables.…”

Section: Participants and Proceduresmentioning

confidence: 99%

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Defining the Components of Academic Self-Efficacy in Navajo American Indian High School Students

Golightly

2007

PsycEXTRA Dataset

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The academic difficulties experienced by a majority of Navajo American Indian students are well documented. Past research has focused on a variety of internal and external factors which possibly explain some of these difficulties. Low levels of academic self-efficacy (ASE) has been identified as one of the factors possibly contributing to lower than expected rates of academic achievement and low post-secondary education retention rates in this population. This investigation sought to further define the component structures of ASE using theoretical structures postulated by Bandura (1977a, 1997), namely: past success, modeling, verbal persuasion, and emotional arousal. Information about grade point averages (GPA) and standardized achievement tests (IOWA Tests of Educational Development) were obtained for a sample of American Indian Students (N = 118) as a measure of past success. Three self-report measures were administered to the participants in the sample: The Career-Related Parental Support Scale-Verbal Encouragement scale (CRPSS-VE); and two measures created specifically for this study, The People I Know (to assess levels of exposure to appropriate academic models) and My feelings about School (to assess levels of emotional arousal centered on school). An additional pair of self-report measures was administered to this sample, the Self-in-School (SIS) and Academic Hardiness Scale (AHS), which sought to assess overall levels of ASE in each of the participants. Reliability and factor analyses were conducted to psychometrically examine the measures created for this study. Both were found to be highly reliable measures which load primarily onto one factor. Regression analyses were created to determine if the measures of the four components would predict totals on the two measures of overall ASE (the SIS and AHS). Results indicated that GPA, IOWA percentile rank scores, the CRPSS-VE and My Feelings about School were significant predictors of SIS totals in the regression models. Only The People I Know and My Feelings about School were significant predictors of AHS totals in the regression analyses. There was some evidence suggesting that the four components of ASE predicted overall reported levels of ASE. Implications of this study as well as possible future studies are outlined. ACKNOWLEDGEMENTS Dissertations are not finished without the loving support from people close to a student, and this project is no exception. Above all, I would like to thank my wife, Shauna, whom I love, appreciate and has believed in me from minute one. I want to acknowledge my kids to date, Tyler, Sarah and Brandon whom I have loved all of their lives and who teach me everyday about the power of reciprocal love. I would like to thank my parents, George and Jane Golightly, for instilling the values of faith and education in me and all of their children. I would also like to thank my in-laws, Gerald and Carol Ford, whose support is worth more than I could ever mention. I would be negligent in not mentioning Steve Smith. The world has never k...

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Section: Prediction Of Measures Of Past Success By Sub-constructssupporting

confidence: 59%

Section: )mentioning

confidence: 99%

Section: Participants and Proceduresmentioning

confidence: 99%

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Defining the Components of Academic Self-Efficacy in Navajo American Indian High School Students

Golightly

2007

PsycEXTRA Dataset

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“…The distinction between a domain-general or domain-specific stance in this literature may well be associated with the construct under investigation. That is to say, several researchers, investigating intrinsic/extrinsic distinctions, student attributions, or social goals (e.g., Gottfried, Fleming, & Gottfried, 1994;Stader & Licht, 1992;Wentzel & Asher, 1995), elected to take a general, cross-domain look at these constructs. Other constructs, however, such as interest and self-efficacy, appear to require a more domain-specific or task-specific research design.…”

Section: Academic Domains and Tasksmentioning

confidence: 99%

A Motivated Exploration of Motivation Terminology

Murphy

Alexander

2000

Contemporary Educational Psychology

646

362

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“…Assim, poderá ser constatado se a evidência de validade aqui identificada pode ou não ser generalizada às demais regiões do país (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 2014). Outra limitação diz respeito à composição da medida de rendimento escolar, visto que a sua extensão para as disciplinas de Artes e Educação Física, que estimulam importantes aspectos inerentes à motivação (e. g., criatividade e autonomia), poderia agregar mais informações sobre as atribuições de causalidade intrapessoais (Stader & Licht, 1992). Em relação à autopercepção de rendimento na escola, seria interessante que os alunos se avaliassem tomando separadamente as disciplinas diferenciadas do seu currículo, com a finalidade de garantir maior precisão e objetividade a este tipo de avaliação.…”

Section: D I S C U S S ãOunclassified

Escala de Atribuições de Causalidade e Rendimento Escolar: Estudo de Evidência de Validade de Critério

Ferraz

Santos

Almeida

2019

RPE

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O objetivo deste estudo foi conferir a evidência de validade de critério concorrente para a Escala de Avaliação das Atribuições de Causalidade para Alunos do Ensino Fundamental (EAVAT-EF), tendo como variável critério o rendimento escolar. Considerou-se como medida de rendimento as classificações dos alunos em Língua Portuguesa e Matemática e a sua autopercepção de rendimento na escola. Participaram 661 alunos de escolas públicas brasileiras do Ensino Fundamental I e II (3.º ao 9.º ano), de ambos os gêneros, com idades entre 8 e 17 anos (M= 11.82; DP= 1.91). O modelo de predição do rendimento escolar constituiu-se pelos fatores da EAVAT-EF acrescido às variáveis gênero, número de repetências e autopercepção de rendimento, e foi testado nos dois ciclos do Ensino Fundamental. Este modelo funcionou apenas para o Ensino Fundamental II. No Ensino Fundamental I, por meio da análise de regressão linear, os fatores da EAVAT-EF tiveram a variância explicada menos expressiva para o rendimento escolar em comparação aos coeficientes padronizados identificados no Ensino Fundamental II. Considera-se que as atribuições de causalidade têm impacto no rendimento escolar avaliado por meio das classificações e da autopercepção de rendimento dos alunos, e vice-versa. Os resultados sugerem, ainda, que este impacto se consolida, tornando-se cada vez mais relevante com o avançar na escolaridade. Palavras-chave:Atribuição causal; Motivação para a aprendizagem; Ensino Básico; Avaliação psicoeducacional

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Effects of questionnaire administration condition on children's achievement-related beliefs.

Cited by 8 publications

References 18 publications

Defining the Components of Academic Self-Efficacy in Navajo American Indian High School Students

Defining the Components of Academic Self-Efficacy in Navajo American Indian High School Students

A Motivated Exploration of Motivation Terminology

Escala de Atribuições de Causalidade e Rendimento Escolar: Estudo de Evidência de Validade de Critério

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