Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance

Abstract

Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for selfregulated learning, academic self-concept, and perceived level of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However, this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results.Resumé A base d'une analyse confirmatoire des coefficients de direction, l'étude présente écrit le développement et l'évaluation d'un modèle concernant l'impact de quatre jugements de compétence universitaire sur les buts d'accomplissement, l'approche d'apprentissage et les résultats académiques. Les analyses démontrent que l'auto-efficacité académique, l'auto-efficacité pour une étude autodirigée, l'auto-concept académique et le niveau perçu de son propre compréhension sont-conceptuellement-quatre jugements distinctes de compétences universitaires qui ont un impact différentiel sur la motivation de l'étudiant, le processus d'apprentissage et les résultats académiques. En outre, l'étude actuelle suggère qu'un niveau élevé pour les quatre jugements de compétence universitaire invoque une attitude plus persistante dans l'étudiants, une plus grande probabilité d'adopter des buts envers une grande maîtrise, un niveau d'anxiété plus baisse, une approche d'étudier plus profonde. Cela aboutira aux résultats d'étude plus hauts. Cependant, cette étude nous avertit qu'une perception trop haute de son propre niveau de compréhension-non accompagné par une orientation envers des buts de maîtrise-peut aboutir à une attitude présomptueuse et des résultats d'étude inférieurs.

Academic Help-Seeking Behavior Among Student Pharmacists

“…Items were modified and revised for relevance to student pharmacists, as appropriate. The attitudes and academic help-seeking behavior section consisted of 38 questions separated into 9 domains: (1) perception of academic help-seeking as threatening, 16 (2) perceptions of academic help-seeking behavior, 16 (3) scale for lack of regulation, 13 (4) scale for self-test directed, 13 (5) ambivalence scale, 13 (6) self-enhancing ego orientation, 16 (7) self-defeating ego orientation, 16 (8) perceived academic competence, 12,15 and (9) perceived faculty helpfulness, which had been adapted from teacher evaluation forms from various sources (ie, different teaching evaluation forms that are available online, including our college teaching evaluation). Two questions regarding career and school satisfaction 42 were added to the end of the survey.…”

“…Academic performance is influenced by a student's skills, attitudes, and behaviors such as selfperceived academic competency, self-driven regulation of learning, self-test directed, ambivalence, ego-orientation, and help-seeking behavior. [11][12][13][14][15][16] Although previously viewed as immature and incompetent, 17 academic helpseeking behavior is now shown to be positively associated with academic success. 18,19 Although research demonstrates that the majority of college students do not seek formal help (ie, assistance from instructors), 20 the reasons why are unclear.…”

“…[22][23][24] However, students who need academic help do not always seek it because doing so may be negatively viewed as an admission of their inability to succeed without support. 12,16,25 Moreover, the student's view of self-preservation may lead to avoidance of help-seeking if it is perceived as an admission of failure to complete the task. 12 Additional barriers to help-seeking include an inability to perceive or admit the need for help; an inability to act on a determined need, attitudes, and beliefs concerning the help; or the perception that the help would be of no benefit.…”

“…12,16,25 Moreover, the student's view of self-preservation may lead to avoidance of help-seeking if it is perceived as an admission of failure to complete the task. 12 Additional barriers to help-seeking include an inability to perceive or admit the need for help; an inability to act on a determined need, attitudes, and beliefs concerning the help; or the perception that the help would be of no benefit. 25,26 Perceived academic competence is defined as positive feelings about one's ability to be successful academically.…”

“…Perceived academic competence strongly predicts academic achievement. 12,[27][28][29][30] Students with strong perceived academic competence demonstrate greater effort in accomplishing tasks, undertake more strenuous tasks, persevere through difficulties, and develop learning strategies and goals closer to a mastery level. They also possess higher academic goals and display less anxiety compared with students with lower perceived academic competence.…”