Self-efficacy and achievement behaviors

Schunk, Dale H.

doi:10.1007/bf01320134

Cited by 525 publications

(416 citation statements)

References 86 publications

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“…The modeling examples were scripted by the authors and then recorded. The gender of the models varied: two examples were by two different male models, and the other two examples were by two different female models (because the model's gender might possibly influence students' learning by affecting self-efficacy; Schunk, 1989). The four examples either showed the model solving a heredity problem (NO), the model solving a heredity problem and assessing his or her own performance (SA), the model solving a heredity problem and selecting a new task based on a performance score that was presented as a given and not further explained (TS), or the model solving a heredity problem, assessing his or her own performance, and selecting a new task (SA þ TS), depending on the assigned condition.…”

Section: Participants and Designmentioning

confidence: 99%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

217

201

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a b s t r a c tFor self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N ¼ 80) acquisition of selfassessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students' (N ¼ 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in selfregulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.

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Section: Participants and Designmentioning

confidence: 99%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

217

201

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“…Öz-düzenleyici öğrenme, bireyin davranışlarını gözleyip, ölçütleriyle karşılaştırarak yargıda bulunması ve gerekiyorsa davranışlarını ölçütlerine uygun hale getirmesidir (Bandura, 1997). Başarısızlığa neden olan etkenleri araştıran çalışmalar sonucunda başarıları düşük öğrencilerin özyeterlik algılarının düşük olduğu (Ader, 2004;Pajares & Graham, 1999;Schunk, 1991;Zimmerman, Bandura & Martinez-Pons, 1992) ve öğrenme stratejilerini daha az kullandıkları (Paterson, 1996;Soung, 2001;Zimmerman & Risemberg, 1997) ortaya çıkmıştır. Bu konuda yapılan araştırmalarda matematik başarısı ile öz-düzenleyici öğrenme arasında olumlu yönde ilişki olduğu (Arsal, 2009;Ataş, 2009;Cabı & Gülbahar, 2008;Cabı, 2009;Canca, 2005;Fuchs ve ark., 2003;Küçük-Özcan, 2000;Malpass, O"neil, Harold & Hocevar, 1999;Özturan-Sağırlı ve Azapağası, 2009;Turan ve Demirel, 2010) ve öz düzenleme stratejilerinin matematik başarısını açıklamada anlamlı bir yordayıcı olduğu (Alcı, Erden ve Baykal, 2006;Altun, 2005;Öztürk, Bulut & Koç, 2007;Üredi, 2005;Yumuşak, Sungur & Çakıroğlu, 2007;Yüksel, 2013) tespit edilmiştir.…”

Section: Introductionunclassified

Öz-düzenleyici Öğrenme Stratejileri, Epistemolojik İnançlar ve Akademik Benlik Kavramı ile Matematik Başarısı Arasındaki İlişki

Sürmeli¹,

Ünver²

2017

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Bu araştırmada, dokuzuncu sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri, epistemolojik inançları ve akademik benlik kavramları ile matematik başarısı arasındaki ilişki incelenmiştir. Araştırma, 2013-2014 eğitim öğretim yılında İstanbul Avrupa yakasında bulunan ortaöğretim kurumlarından seçkisiz küme örnekleme yöntemiyle seçilen liselerde öğrenim gören 630 dokuzuncu sınıf öğrencisi üzerinde yürütülmüştür. İlişkisel tarama türünde olan araştırmada öğrencilerin öz-düzenleyici öğrenme stratejilerini ölçmek için "Öğrenmeye İlişkin Motivasyonel Stratejiler Ölçeği" nde yer alan "Öz-düzenleme" ve "Bilişsel Strateji Kullanımı" alt ölçekleri, öğrencilerin epistemolojik inançlarını ölçmek için "Matematik Odaklı Epistemolojik İnançlar Ölçeği" ve öğrencilerin akademik benlik kavramını ölçmek için "Akademik Benlik Kavramı Ölçeği" kullanılmıştır. Öğrencilerin matematik başarısı ise, matematik başarı testinden aldıkları puan ile ölçülmüştür. Araştırmanın amacı doğrultusunda yordayıcı değişkenlerin yordanan değişken ile ilişkisi korelasyon ve çoklu regresyon analiz teknikleri kullanılarak incelenmiştir. Araştırma bulguları, bilişsel strateji kullanımı ve akademik benlik kavramı ile matematik başarısı arasında istatistiksel olarak anlamlı bir ilişki olduğunu ortaya koymaktadır. Öz-düzenleme ve epistemolojik inançlar ile matematik başarısı arasında istatistiksel olarak anlamlı bir ilişki olmadığı görülmüştür. Araştırma sonucunda, matematik başarısının akademik benlik kavramı değişkeni tarafından anlamlı düzeyde yordandığı (%10) görülmüştür. Öz-düzenleyici öğrenme stratejileri ve epistemolojik inançlar değişkenlerinin ise matematik başarısını anlamlı düzeyde yordamadığı ortaya çıkmıştır.

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“…Because of space limitations, I cite only key studies and do not consider other issues such as theoreti-cal controversies or gender differences in self-efficacy. For comprehensive reviews of research on academic self-efficacy, I recommend Bandura (1997), Pajares (1996bPajares ( , 1997, Schunk (1989), and Zimmerman (1995).…”

mentioning

confidence: 99%

Self-Efficacy: An Essential Motive to Learn

Zimmerman

2000

Contemporary Educational Psychology

2,759

1,657

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During the past two decades, self-efficacy has emerged as a highly effective predictor of students' motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control. Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students' activity choices, effort, persistence, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement. © 2000 Academic PressEducators have long recognized that students' beliefs about their academic capabilities play an essential role in their motivation to achieve, but selfconceptions regarding academic performance initially proved difficult to measure in a scientifically valid way. Initial efforts to study students' selfbeliefs gave little attention to the role of environmental influences, such as specific features of performance contexts or domains of academic functioning. In the late 1970s, a number of researchers began to assess self-beliefs in a more task-specific way, and one of the most important of these efforts focused on self-efficacy. In 1977(a) Bandura proposed a theory of the origins, mediating mechanisms, and diverse effects of beliefs of personal efficacy, and he provided guidelines for measurement of self-efficacy beliefs for different domains of functioning. In the present article, I define self-efficacy and distinguish it from related conceptions in the literature, describe its role in academic motivation and learning (with special attention to students' capabilities to regulate their own learning activities), and discuss its susceptibility to instruction and other social-cultural influences. Because of space limitations, I cite only key studies and do not consider other issues such as theoreti-I express my gratitude to Frank Pajares and Manuel Martinez-Pons for their helpful comments on an earlier draft of this article.Address correspondence and reprint requests to Barry

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Self-efficacy and achievement behaviors

Cited by 525 publications

References 86 publications

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Öz-düzenleyici Öğrenme Stratejileri, Epistemolojik İnançlar ve Akademik Benlik Kavramı ile Matematik Başarısı Arasındaki İlişki

Self-Efficacy: An Essential Motive to Learn

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