Enhancing Self-Efficacy and Learning Performance

Jackson, Jay W

doi:10.1080/00220970209599508

Cited by 113 publications

(83 citation statements)

References 12 publications

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“…Second, the measure was also specifically altered to assess self-efficacy beliefs in relation to taking an exam. A similar revised version of the Generalized Self-Efficacy Scale was employed by Jackson (2002).…”

Section: Methodsmentioning

confidence: 99%

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

Sperling¹,

Reeves²,

Gervais³

et al. 2017

PSYCH

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Four studies report the development and psychometric properties of the new Self-Regulated Learning Test Anxiety Scale (SRLTAS). The measure assesses aspects of test anxiety (TA) from a Self-Regulated Learning (SRL) perspective and provides evidence regarding areas of TA that may be targeted for subsequent learning strategy interventions. Study 1 provided descriptive information, explored the factor structure, and addressed variance in TA across test item formats and student characteristics. Study 2 examined the stability of the SRLTAS and explored initial relations between the SRLTAS and other known TA measures. Study 3 provided confirmatory validity evidence and tested the factor structure in a new sample. Study 4 provided extended validity evidence as SRLTAS scores were examined with other representative SRL scores.

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Section: Methodsmentioning

confidence: 99%

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

Sperling¹,

Reeves²,

Gervais³

et al. 2017

PSYCH

View full text Add to dashboard Cite

show abstract

“…It is worth noting that self-efficacy is task-specific which means individuals' previous involvements in the tasks help them recognize their level of self-efficacies. Researchers come to an agreement that individuals who notice themselves capable on a given task will perhaps involve more than the time they do not feel themselves capable enough (Pajares, 1996;Jackson, 2002;Ching, 2002;Margolis & McCabe, 2003). Therefore, greater levels of self-efficacy will result in students' determination in tasks in order to overcome problems.…”

Section: Self-efficacymentioning

confidence: 99%

The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

Oghyanous¹

2017

ELT

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The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/-one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students' self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

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“…These findings augment a convincing argument to suggest that students who believe they will do well are more likely to do well in terms of academic achievement and academic competence. [40][41][42][43][44] This result is an important finding for students, as educationalists need to inculcate innovative teaching practices to allow students to shift in terms of their academic self-concept and self-motivation to allow for change as required. It is further important to consider within group differences such as gender and year of study.…”

confidence: 99%

Motivation to Learn, Quality of Life and Estimated Academic Achievement: Medical Students Studying in New Zealand

et al. 2011

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The quality of life of medical students and their motivation to learn are critical factors that have an impact on their ability to learn. The aim of this study was to investigate the associations between medical students" perceptions of their quality of life, motivation to learn, and estimated grade at the end of the academic year. Two hundred and seventy-four medical students at years four and five of medical school participated in the study. Students filled in a demographic survey form, and shortened versions of the World Health Organization Quality of Life Questionnaire and the Motivated Strategies for Learning Questionnaire. Significant correlations between quality of life and motivation to learn measures were obtained. Second, students who scored high on aspects of quality of life and motivation to learn also scored significantly higher on estimates of written grade. In conclusion, the results suggest that medical students" perceptions about quality of life and motivation to learn are linked to estimation of academic achievement. The findings of this study further resonate with a key conceptual model in the motivation literature, which promotes the importance of creating opportunities for mastery learning, engaging task value, producing optimal learning contexts, and creating mechanisms for coping with and managing the inevitable anxiety-provoking learning experiences that medical students face.

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Enhancing Self-Efficacy and Learning Performance

Cited by 113 publications

References 12 publications

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

Motivation to Learn, Quality of Life and Estimated Academic Achievement: Medical Students Studying in New Zealand

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