Improving Self-Efficacy and Motivation

Margolis, Howard; McCabe, Patrick P.

doi:10.1177/10534512060410040401

Cited by 289 publications

(227 citation statements)

References 26 publications

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“…It is possible that attributional retraining could be used in tandem with cognitive and behavioral approaches to test anxiety in intervention in order to both reduce worry and improve performance. Given the instrumental role played by teachers in shaping attributions when providing feedback to students (Hattie & Timperley, 2007), there may also be a role for psychologists in preparing teachers to use the principles of attributional training during routine instruction and assessment (Margolis & McCabe, 2006).…”

Section: Implications For Practicementioning

confidence: 99%

Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance?

Putwain

Aveyard

2018

School Psychology Quarterly

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A well established finding is that the cognitive component of test anxiety (worry) is negatively related to examination performance. The present study examined how three selfbeliefs (academic buoyancy, perceived control, and test competence) moderated the strength of the relationship between worry and examination performance in a sample of 270 final year secondary school students. Participants completed self-reports of academic buoyancy, perceived control, test competence, and cognitive test anxiety, that were matched with examination grades in English, science, and mathematics. Results showed an interaction between worry and perceived control. Students with higher perceived control performed better at low levels of worry. As worry increased, the differential advantage offered by higher perceived control diminished. At high levels of worry control made little difference to examination performance. Interventions designed to reduce worry may not necessarily improve examination performance unless they also target improved control.

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Section: Implications For Practicementioning

confidence: 99%

Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance?

Putwain

Aveyard

2018

School Psychology Quarterly

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“…Previous studies reported the results of parents' role in children's dietary behavior. 33 The results of this study suggest that all these things have to be considered when designing interventions to improve children's PBC. The results of multiple regression analysis showed a stronger correlation between sensory-affective evaluation of sweet food and BI in Korean children, relative to that observed in Japanese children, and a stronger association between BI and motivation to comply in Japanese children, relative to that observed in Korean children.…”

mentioning

confidence: 99%

Comparison of sweetness preference and motivational factors between Korean and Japanese children

Takemi

Woo

2017

J Nutr Health

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“…One important factor that influences learners' self-efficacy is their past experience of success or failure in learning (Bandura, 1997;Liem, Lau, & Nie, 2008;Margolis & McCabe, 2006;Phan, 2014). Moreover, social factors such as age and gender have been correlated with L2 acquisition processes and language performance (Ellis, 2008;Lightbown & Spada, 2013).…”

Section: Moderation Effects Of Gender and Subject Specializationmentioning

confidence: 99%

“…Furthermore, self-efficacy refers to self-appraisal of one's ability, which is the basis for self-confidence and motivation to perform and excel in learning tasks (Pintrich et al, 1991). Bandura (1997) notes that self-efficacy is influenced by four factors: (1) past experience of success or failure; (2) modelling (vicarious experience), in which observing a peer's success or failure serves to increase or decrease one's self-efficacy; (3) social persuasion (encouragement or discouragement) from others; and (4) the person's belief about his or her ability (see also Margolis & McCabe, 2006;Schunk & Zimmerman, 1998). Proposing a framework of self-efficacy, engagement, and learning, Linnenbrink and Pintrich (2003) suggested that self-efficacy influences one's effort, persistence, metacognitive and cognitive strategy use, and motivation.…”

Section: Self-efficacy In Motivation Theorymentioning

confidence: 99%

Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance

Chou¹

2017

The Journal of AsiaTEFL

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Considerable evidence indicates that self-efficacy, self-regulated learning, and academic performance are related. However, insufficient research has investigated the relationship between self-efficacy and different types of learning strategies (deep and surface processing strategies), as well as their influence on reading in EFL contexts. This study aims to investigate the effect of students' prior English proficiency on current English reading performance in school through the mediation of self-efficacy, critical thinking, and three types of language learning strategies. Moderation effects of gender and subject specialization were also examined. A large-scale questionnaire was distributed to 780 senior high school students in Taiwan. The findings from structural equation modelling showed that students' prior English level had a significant, direct impact on current English reading performance without a mediator, and significant, indirect effects on current English reading performance via the mediation of self-efficacy, critical thinking, and learning strategies. Deep processing involving critical thinking and metacognition are found to be positively related to surface processing strategies in English reading. Finally, these results suggest the generality of the overall model between males and females as well as between EFL high school students specializing in social science and science in Taiwan.Keywords: self-efficacy, memory strategy, cognitive strategy, metacognitive strategy, critical thinking IntroductionSelf-efficacy refers to the self-appraisal of one's ability, which is held to be the basis for self-confidence and motivation to accomplish and perform learning tasks (Pintrich, Smith, Garcia, & McKeachie, 1991). Researchers have highlighted the importance of self-efficacy in academic learning, as it has been shown to influence one's effort, persistence, self-regulation, and motivation to a large degree (Bandura, 1986(Bandura, , 1997Linnenbrink & Pintrich, 2003). In first-(L1), second-(L2), or foreign-language (FL) 1 contexts, reading can be influenced by differences in linguistic processing, individual and experiential factors, socio-cultural background, and institutional practice (Grabe, 2009;Grabe & Stoller, 2011). When confronted with language learning tasks, students adopt strategies to perform the task or solve specific problems, to compensate for a deficit in learning (or the test-taking process), and to ultimately enhance performance 1 Ellis (2008) differentiates second language (L2) from foreign-language (FL) learning in terms of what is learned and how it is learned. In L2 learning, the language plays an institutional and social role in communication in the community. In contrast, FL learning occurs in environments where the language plays no major role in the community and is primarily learned as a school subject solely in the classroom. In Taiwan, English is heavily classroom based and is officially considered an FL. 381(Cohen, 2007). Self-efficacy plays an important role in the choice of task...

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Improving Self-Efficacy and Motivation

Cited by 289 publications

References 26 publications

Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance?

Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance?

Comparison of sweetness preference and motivational factors between Korean and Japanese children

Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance

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