Learning Disabilities, Gender, Sources of Efficacy, Self-Efficacy Beliefs, and Academic Achievement in High School Students

Hampton, Nan Zhang; Mason, Emanuel J.

doi:10.1016/s0022-4405(03)00028-1

Cited by 207 publications

(204 citation statements)

References 27 publications

Supporting

Mentioning

152

Contrasting

Unclassified

Order By: Relevance

“…(2000) compararam o senso de autoeficácia de escolares com e sem dificuldades de aprendizagem, sendo verificados resultados mais positivos entre os escolares sem dificuldades. Ao compararem os fatores que interferem na autoeficácia destes grupos, Hampton e Mason (2003) verificaram que as crianças com dificuldades de aprendizagem possuíam menos realizações e modelos passados (importantes fontes de autoeficácia) e altos níveis de ansiedade. Além disso, tanto os índices de autoeficácia ligados às tarefas da sala de aula quanto a organização das atividades escolares foram significativamente inferiores aos apresentados pelas crianças sem dificuldades.…”

Section: Discussionunclassified

Autoeficácia e desempenho escolar de alunos do ensino fundamental

et al. 2014

View full text Add to dashboard Cite

ResumoO estudo objetivou investigar a associação do senso de autoeficácia com o desempenho escolar, as dificuldades de aprendizagem, o sexo e a idade de crianças das séries iniciais do Ensino Fundamental. Participaram 406 escolares (56,9% meninas), com idades entre sete e dez anos, matriculados em uma escola da região metropolitana de Florianópolis/SC. Os instrumentos utilizados foram o Teste de Desempenho Escolar (TDE) e o Roteiro de Avaliação do Senso de Autoeficácia (RASAE). Foi identificada associação significativa entre autoeficácia e desempenho escolar para todos os níveis de habilidades escolares, e aqueles com melhor desempenho apresentavam maior autoeficácia (p<0,001). Quanto ao sexo, as meninas mostraram-se mais autoeficazes do que os meninos (p<0,05). Crianças de diferentes grupos etários (7 a 8 e 9 a 10 anos) tiveram níveis semelhantes de autoeficácia. Sugere-se que ações com vista ao aumento da autoeficácia sejam direcionadas especialmente aos meninos e grupos com baixo desempenho, de forma a repercutirem na motivação e aprendizagem escolar. Palavras-chave:Autoeficácia; rendimento escolar; crianças. Self-efficacy and school performance of elementary school students AbstractIn this study we aim at investigating the association of the feeling of self-efficacy with academic performance, learning difficulties, gender and age of children in the early grades of elementary school. The sample was composed of 406 children (56% girls), aged 7 to 10 years, enrolled in a school in the metropolitan area of Florianópolis/SC. The instruments used were the Academic Performance Test (TDE) and Sense of selfefficacy Assessment Guide (RASAE). Statistically significant association was found between self-efficacy and academic performance for all levels of school skills and those with the best performance had higher self-efficacy (p <0.001). Regarding the results between gender, girls were more self-efficacy than boys (p <0,05). Children of different age groups (7-8 and 9-10 years) had similar levels of self-efficacy. The results suggest that actions which target the increase of self-efficacy are directed especially to boys and groups with low academic performance. This produces impacts on the motivation and school learning. Keywords: Self-efficacy; academic achievement; children. Autoeficacia y desempeño escolar de alumnos de la enseñanza fundamental ResumenEl estudio tuvo por objetivo investigar la asociación del censo de autoeficacia con el desempeño escolar, las dificultades de aprendizaje, el sexo y la edad de niños de las series iniciales de la Enseñanza Fundamental. Participaron 406 escolares (el 56,9% de muchachas), con edades entre siete y diez años, inscriptos en una escuela de la región metropolitana de Florianópolis/SC. Los instrumentos utilizados fueron el test de Desempeño Escolar (TDE) y el Rutero de Evaluación del Censo de Autoeficacia (RASAE). Se identificó asociación significativa entre autoeficacia y desempeño escolar para todos los niveles de habilidades escolares, y aquellos con mejor desempeño presen...

show abstract

Section: Discussionunclassified

Autoeficácia e desempenho escolar de alunos do ensino fundamental

et al. 2014

View full text Add to dashboard Cite

show abstract

“…High expectations of self efficacy increase performance and a person's willingness to preserve (Bandura, 1997). The contribution of self efficacy to academic performance is well developed in the literature (Bryan & Bryan, 1991;Chemer, Hu & Gracia, 2001;Hampton & Mason, 2003). In line with this a handful of studies (e.g.…”

Section: Decision Of Going For Higher Education-economic Versus Socialmentioning

confidence: 84%

Who Goes for Higher Education: Understanding the Differential Decision Among Indian Students

Wadhwa

2017

RW-JASC

View full text Add to dashboard Cite

show abstract

“…The findings of this study say that there is no significant difference exists between the experimental group and the control group in academic performance at the pre -test level. Hampton and Mason (2003) conducted a survey of 10 th class students at different levels of the academic achievement. She constructed a new inventory of study habits of 65 items.…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2015

Asian Development Policy Review

View full text Add to dashboard Cite

The present paper aims to find out the differences between study habits and the academic achievement of the rural and urban first generation learners and subsequent generation learners. Contribution/ OriginalityThe present study has an implication for teachers, students and parents. The teachers in the classroom are confronted with the development of potentialities and the academic ability of students, which is totally dependent upon teacher efficiency. The teacher must develop high self esteem among students and also develop an attitude, belief and values that they will be able to achieve high in their life.One of the findings of this paper shows that the first generation learners have poor study habits and subsequent generation learners have good study habits. The first generation learners do not get any opportunity to learn from the elders in the family; hence they remain an unsupervised and unguided. The contribution of father"s educational background was

show abstract

Learning Disabilities, Gender, Sources of Efficacy, Self-Efficacy Beliefs, and Academic Achievement in High School Students

Cited by 207 publications

References 27 publications

Autoeficácia e desempenho escolar de alunos do ensino fundamental

Autoeficácia e desempenho escolar de alunos do ensino fundamental

Who Goes for Higher Education: Understanding the Differential Decision Among Indian Students

Untitled

Contact Info

Product

Resources

About