Testing interest and self-efficacy as predictors of academic self-regulation and achievement

Lee, Woogul; Lee, Myung-Jin; Bong, Mimi

doi:10.1016/j.cedpsych.2014.02.002

Cited by 200 publications

(143 citation statements)

References 45 publications

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“…These interrelated psychological traits-each of which is a complex construct-reveal many direct and indirect links with sex differences in both school grades and test scores. The interplay of beliefs, motivations, learning styles, and academic achievement is also vital to understanding sex differences (Lee et al, 2014;Muis, 2014;Gaspard et al, 2015;Guo et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Егорова¹,

Chertkova²

2016

Psych. Rus.

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Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society.The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept.The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs) and singletons (n = 2,227) attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010-2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ) twin pairs.The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math scores. Boys were more variable and there were more Sex differences in mathematical achievement: Grades, national test, boys at the right tail of the distribution. Girls with a positive math self-concept did better than boys on math tests. In groups of opposite-sex DZ twins, differences between the USE math scores of girls and boys were not significant.The results obtained are presumed to correspond more closely to assumptions about the roles of non-cognitive factors of variation in mathematical ability than the mathematical ability theory.

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Section: Discussionmentioning

confidence: 99%

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Егорова¹,

Chertkova²

2016

Psych. Rus.

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“…Intrinsic motivation for learning is theorised to promote selfregulation, which mediates better conceptual understanding with enhanced performance and achievements in learning tasks (Walker et al 2006;Lee et al 2014). Wenger (1998) emphasised the importance of meaningful participation in a CoP for learning to occur.…”

Section: Motivation For Enrolmentmentioning

confidence: 99%

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

Sethi

Schofield

McAleer

et al. 2018

Adv in Health Sci Educ

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Demand for postgraduate qualifications in medical education can be judged by the increase in providers worldwide over the last two decades. However, research into the impact of such courses on identity formation of healthcare professionals is limited. This study investigates the influence of such programmes on graduates' educational identities, practices and career progression. Informed by constructivist grounded theory (CGT), semistructured interviews were conducted with 27 graduates (2008-2012) from one postgraduate programme, who were at different stages in their careers worldwide. The audio data were transcribed and analysed using a CGT approach. Participants enrolled in award-bearing medical education courses for various intrinsic and extrinsic reasons. The findings from this study highlight their development as educators, and educational researchers, leaders and learners, as their self-efficacy in educational practices and engagement in scholarly activities increased. Graduates attributed career progression to the qualification, with many being promoted into senior positions. They also described substantial performance attainments in the workplace. The findings contribute to understanding the complexity and nuances of educational identity formation of healthcare professionals. A qualification in medical education encouraged transformational changes and epistemological development as an educator. Awareness of these findings will inform both those considering enrolment and those supporting them of potential benefits of these programmes.

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“…En una investigación se estudió el rol de los intereses individuales en el proceso de autorregulación y encontraron que existe una trayectoria directa entre el interés personal y la autorregulación académica, de tal manera que el interés en un tópico específico o un área de conocimiento en la cual se quiere profundizar para predecir una mejor autorregulación (Lee, Lee & Bong, 2014). Al respecto, Pintrich (2004) afirma que los estudiantes que desarrollan mejores habilidades cognitivas de autorregulación tienden a estar académicamente más motivados y aprenden más que aquellos que no las han desarrollado.…”

Section: Autorregulaciónunclassified

Contraste de Estudiantes Universitarios Presenciales y en Línea en un Curso Autogestivo: el Papel de la Autoeficacia y la Motivación

Maldonado

Medina

Negrete

et al. 2017

HAMU

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Ante el auge de cursos en línea autogestivos y masivos, se ha revelado la necesidad de evaluar e identificar las habilidades de los estudiantes que retoman este tipo de opciones educativas para actualizarse o formarse. La evidencia empírica coincide en que las habilidades de autorregulación, la percepción de autoeficacia y la motivación son factores indispensables en los estudiantes, sobre todo en aquellos que ya han estudiado bajo esta modalidad y han terminado exitosamente; por ello es que el objetivo de esta investigación fue identificar si existen diferencias en las habilidades antes mencionadas en estudiantes que provienen de un sistema en línea o de un sistema presencial al participar en un curso en línea autogestivo. Se trata de un estudio descriptivo, comparativo, transversal, con un muestreo no aleatorio de tipo voluntario en el que participaron 80 estudiantes de la licenciatura en psicología y a los que se les aplicó la Escala de Autopercepción de la Motivación Académica Personal, así como la Escala sobre Autoeficacia y Autorregulación. Los resultados del análisis estadístico T- Student muestran diferencias significativas en algunas de las escalas de los instrumentos aplicados. Los estudiantes que provenían del sistema a distancia presentaron mayores puntajes en las estrategias de autorregulación relacionadas con el esfuerzo diario, la verificación de las acciones de aprendizaje efectivas y el procesamiento activo de la información. Al comparar los resultados entre estudiantes

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Testing interest and self-efficacy as predictors of academic self-regulation and achievement

Cited by 200 publications

References 45 publications

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Sex differences in mathematical achievement: Grades, national test, and self-confidence

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

Contraste de Estudiantes Universitarios Presenciales y en Línea en un Curso Autogestivo: el Papel de la Autoeficacia y la Motivación

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