Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships

Honicke, Toni; Broadbent, Jaclyn; Fuller‐Tyszkiewicz, Matthew

doi:10.1080/07294360.2019.1685941

Cited by 37 publications

(34 citation statements)

References 49 publications

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“…Over the past 20 years, self-e cacy research has expanded across disparate disciplines (e.g., Klassen & Klassen, 2018;Tiwari, Bhat, & Tikoria, 2017;Vishnumolakala et al, 2017; ) has added to this body of evidence. However, an empirical examination of the mediating relationship of self-e cacy within various learning contexts is a recent development (e.g., Cattelino, et al, 2019;Honicke & Broadbent, & Fuller-Tyszkiewicz, 2020). The ndings of this research add to the literature on how self-e cacy completely mediates the impact of personality traits on academic achievement.…”

Section: Discussionmentioning

confidence: 76%

Academic success online: The mediating role of self-efficacy on personality and academic performance

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Ralph³

2021

Preprint

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Academic success in any context is dependent upon a student's belief in their ability to succeed. While learning online, a students’ self-efficacy is affected by their confidence in their ability to interact within the online environment. With the proliferation of personalized learning and the growth of Massive Open Online Courses, this growing trend is a shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.

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Section: Discussionmentioning

confidence: 76%

Academic success online: The mediating role of self-efficacy on personality and academic performance

Code

Zap

Ralph³

2021

Preprint

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“…Although each course has been designed to meet the needs of a Higher Education degree, it seems that the entry requirements where psychology has the lowest tariff might be linked to student self-efficacy leading Psychology students to exhibit less confidence in their abilities for a successful course completion. Although the aim of this investigation was to study student behaviours when they bring their own devices to a lecture theatre in respect to multitasking and distractions from their peers' actions and from the use of devices, the link to SCT raise another issue related to students' individual characteristics and their academic performance (Honicke, Broadbent, & Fuller-Tyszkiewicz, 2019). For example, both these two factors could be connected to students' behaviours using their own digital devices outside a lecture theatre environment to support their own independent learning.…”

Section: Discussionmentioning

confidence: 99%

Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning

Limniou

Duret

Hands

2020

Higher Education Pedagogies

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This investigation explored students' learning behaviour from three different disciplines in relation to the student personal device usage in a lecture theatre environment and its impact on learning and academic performance. 163 Psychology, 253 Life Sciences and 83 Veterinary Science students participated in this study by completing a questionnaire. Differences between the three disciplines have been identified regarding the device usage, (non)/learning activities and multitasking in a lecture theatre. The findings of this investigation contradict previously published literature regarding the student academic performance and the use of their own devices in a lecture theatre, as there was no difference amongst the students from the same discipline. Student learning experience is linked to their individual learning characteristics which may be connected to course characteristics and teaching approach. This study raises questions about the students' behaviour to bring their own devices in a lecture theatre and its implication on multitasking and teaching approaches.

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“…The concept of academic achievement is oftenly used in the education field. Academic achievement is defined as the successful completion of the attainment of academic content and skills through effort (Honicke et al, 2020).…”

Section: Academic Achievementmentioning

confidence: 99%

Learning Styles and Academic Achievement among Form Three Living Integrated Skills Students

Khan¹

2021

ASMScJ

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Learning styles indicate a students’ preference for learning methods and therefore are necessary information to guide teachers’ instruction. This study is aimed to determine the relationship between learning styles and academic achievement of Form Three students in their Living Integrated Skills subject. This study was participated by 372 respondents selected using purposive sampling from six secondary schools in Sabah, Malaysia. Data was collected using a research questionnaire in survey research and analyzed with IBM SPSS 23.0 using both descriptive and inferential statistical analyses. Findings of the study showed that pragmatist and theorist learning styles are the dominant learning styles while activist is the least preferred learning style. It was found that learning styles i.e. activist (t = -0.412; p = 0.681), reflective (t = -1.457; p = 0.146), theorist (t = 0.890; p = 0.374) and pragmatist (t = -0.537; p = 0.592) did not differ significantly based on gender but learning styles i.e activist (t = 7.412, p = 0.000), reflective (t = 9.461, p = 0.000), theorist (t = 9.080, p = 0.000) and pragmatist (t = 8.615, p = 0.000) was significantly different between high and low academic achievers. The higher achievers were pragmatic and activist while the lower achievers were reflective and theorists. This study also showed that learning styles i.e. activist (r = 0.395, p = 0.000), reflective (r = 0.476, p = 0.000), theorist (r = 0.492, p = 0.000) and pragmatist (r = 0.471, p = 0.000) were significantly correlated with academic achievement. Theorist learning style has the strongest correlation with academic achievement followed by reflective and pragmatist and the weakest learning style is activist. This study implied that other factors like a classroom environment, instructional delivery, and students’ self-efficacy should be investigated in future studies to explain the academic achievement of the students. This study supported the notion that learning styles are important to facilitate teachers in planning and implementing the lesson and for students to develop meta-cognitive ability to learn with the best style suited to them.

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Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships

Cited by 37 publications

References 49 publications

Academic success online: The mediating role of self-efficacy on personality and academic performance

Academic success online: The mediating role of self-efficacy on personality and academic performance

Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning

Learning Styles and Academic Achievement among Form Three Living Integrated Skills Students

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