Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement

Diseth, Åge

doi:10.1016/j.lindif.2011.01.003

Cited by 358 publications

(293 citation statements)

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“…Students who do not achieve their expected grades may devalue academic achievement as a way of protecting their self-worth (Loose, Régner, Morin, & Dumas, 2012). Feedback on task performance can also influence one's subsequent academic self-efficacy (Diseth, 2011). Prior achievement might therefore be more likely to influence the subsequent appraisal of fear appeals as a challenge or a threat as a function of academic self-efficacy and attainment value.…”

Section: Fear Appeals Appraisals and Educational Achievementmentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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Putwain, DW, Remedios, R and Symes, WExperiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy http://researchonline.ljmu.ac.uk/3500/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. LJMU Research Online Running head: FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACYThe appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 1 AbstractFear appeals are persuasive messages that highlight the negative consequences of a particular course of action. Studies have shown that attainment value and academic self-efficacy predict how fear appeals are appraised. In this study we examined how the appraisal of fear appeals might also influence subsequent attainment value and academic self-efficacy. Self-report data were collected from 1433 students in their final two years of secondary education over three waves. Findings revealed that when students saw fear appeals as a challenge attainment value and academic self-efficacy were higher. When students saw fear appeals as a threat, attainment value and academic self-efficacy were lower. These results highlight the functional importance of how fear appeals are appraised. Challenge and threat appraisals were not mere by products of attainment value or academic self-efficacy but impacted on attainment value and academic self-efficacy; variables that are likely to make a critical impact on educational progress and attainment. We conclude that initial teacher education and teacher professional development programs would benefit from enhanced interpersonal and relational-skills training to enable teachers to judge more effectively how fear appeals are appraised.Keywords: fear appeals, attainment value, academic self-efficacy, high-stakes testing FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 2The appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy IntroductionThis study examines how academic self-efficacy and attainment value relate to the appraisal of fear appeals used by secondary school teachers prior to a high-stakes examination. Fear appeals are used by teachers as a motivational strategy; a 'scare tactic' to attem...

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Section: Fear Appeals Appraisals and Educational Achievementmentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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“…Furthermore, our examination involved the specification and regression of prior academic achievement as a possible antecedent of self-efficacy and mastery and performance-approach goal orientations. One notable aspect of our research, differing from previous investigations (Chouinard, Karsenti, & Roy, 2007;Diseth, 2011;Liem et al, 2008;Pajares & Miller, 1994;Phan, 2009aPhan, , 2010b, entailed a longitudinal focus in hypotheses and statistical testing. In general, the findings ascertained from multivariate growth modeling analyses support our hypothesized structural relations and previous theoretical tenets of the two theoretical frameworks.…”

Section: Discussionmentioning

confidence: 66%

Trajectories of Self-efficacy and Achievement Goals: A Developmental Approach

Phan¹

2012

JEDP

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An emerging interest in cognition and motivation has recently involved the study of rate of change of self-efficacy and achievement goals. We used latent growth modeling (LGM) to test a structural equation model that involved prior academic grades, self-efficacy, mastery and performance-approach goals, and academic achievement measured over a two-year period. A sample of 228 (106 females, 122 males) of second-year students enrolled in mathematic participated in this study. Multivariate growth curve analyses indicated statistically significant effects of prior academic achievement on the intercept factors of the three mentioned constructs; prior academic achievement also exerted a negative effect on the slope factor of mastery goals, and a positive effect on mathematic achievement. Examination of the three trajectories showed increases in change in all three constructs. Evidence ascertained from this research investigation is informative in instructional policies and applied teaching practices.

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“…Particular personality traits and differing learning styles seem to influence the way individuals search for information with individual studies finding marked relationships between Conscientiousness and Strategic learners; and between Openness and Deep learners (Diseth, 2003, Diseth and Martinsen, 2003, Diseth, 2011. These results are confirmed by Halder et al (2010) and Heinstrom (2002Heinstrom ( , 2006 who also concluded that Surface learners did not search thoroughly and tended to attain lower marks.…”

Section: Introductionmentioning

confidence: 78%

“…Bawden and Robinson's (2011) chapter on 'information styles' summarises many studies that investigated the role of learning styles, self-efficacy, and personality in terms of information-related behaviour finding many plausible and consistent relationships. Particular personality traits and differing learning styles seem to influence the way individuals search for information with individual studies finding marked relationships between Conscientiousness and Strategic learners; and between Openness and Deep learners (Diseth, 2003, Diseth and Martinsen, 2003, Diseth, 2011. These results are confirmed by Halder et al (2010) and Heinstrom (2002Heinstrom ( , 2006 who also concluded that Surface learners did not search thoroughly and tended to attain lower marks.…”

Section: Introductionmentioning

confidence: 78%

Profiling information behaviour of nursing students: part 2: derivation of profiles

Stokes

Urquhart

2015

Journal of Documentation

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PurposeThe aim is to develop information behaviour profiles for nursing students, to help inform information literacy programmes. Methodology The methods include further analysis of quantitative findings (previously reported in part 1), together with qualitative research data collection and analysis. Critical incident type interviews with 11 students were transcribed and analysed using an interpretative categorisation method that used dendrograms for data display and analysis. From the regression analysis of the quantitative data, the micro-processes for information seeking were linked to learning styles, and then to personality traits to generate information seeking profiles. Integration of the qualitative findings led to development of a task-based information search model. Findings The start list of seven categories for qualitative analysis (derived from a literature review) was refined (one category added, one removed, with some relabeling). The quantitative data analysis revealed seven profiles (Deep Adventurer, Deep Identifier, Deep Investigator, Strategic All-rounder, Strategic Collector, Surface Co-ordinator, Surface Skimmer, each linked to a particular learning style, personality trait, and preferred information seeking microprocesses). Research implications/limitationsThe data was collected at only one university and the profiles and the model need to be validated with data from other groups of nursing students. The findings on micro-processes consolidate and extend previous research. Practical implications The profiles should inform information literacy programmes as they show that information search profiles may be more varied than assumed. The information search model extends previous task-based information search models. Originality The information search profiles have not been identified previously. IntroductionPart I of the paper (Stokes and Urquhart, 2011) discussed the quantitative findings of a mixed-methods doctoral research study on the development of information seeking profiles among nursing students, based on personality, self-efficacy and learning style. The quantitative element of the study used a questionnaire (sample n=194) consisting of three validated scales for personality (Saucier, 1994), learning styles (Entwistle, 1997), and self-efficacy with information literacy (Kurbanoglu et al., 2006), a section on information seeking preferences based on Foster's (2004) model, as well as some demographic questions.Bawden and Robinson's (2011) chapter on 'information styles' summarises many studies that investigated the role of learning styles, self-efficacy, and personality in terms of information-related behaviour finding many plausible and consistent relationships. Particular personality traits and differing learning styles seem to influence the way individuals search for information with individual studies finding marked relationships between Conscientiousness and Strategic learners; and between Openness and Deep learners (Diseth, 2003, Diseth and Martinsen, 2003, Diseth, 2011. These re...

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Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement

Cited by 358 publications

References 41 publications

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Trajectories of Self-efficacy and Achievement Goals: A Developmental Approach

Profiling information behaviour of nursing students: part 2: derivation of profiles

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