The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance — Do gender and test anxiety matter?

Schnell, Kerstin; Ringeisen, Tobias; Raufelder, Diana; Rohrmann, Sonja

doi:10.1016/j.lindif.2014.12.008

Cited by 88 publications

(57 citation statements)

References 70 publications

(119 reference statements)

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“…The constructed domains of academic self-efficacy are based on the careful reading of the researcher on the existing literatures on the application of self-efficacy concept in the context of academic setting. The concepts of SRL, Persistence, and Competence are considered as part of the self-efficacy based on different studies (Bandura, 1994(Bandura, , 1997Schwarzer, 1998Schwarzer, , 2001Schunk and Pajares, 2002;Zimmerman, 2008;Zimmerman and Schunk, 2008;Salmeron et al, 2010;Feist et al, 2013;Schnell et al, 2015). In addition, PC or locus of control is highly correlated and has significant impact on academic self-efficacy among students (Bandura, 1994(Bandura, , 1997Schunk and Pajares, 2002;Zimmerman and Cleary, 2006;Coutinho, 2008;Kleitman and Gibson, 2011;Feist et al, 2013;Hermita and Thamrin, 2015).…”

Section: Development Of Self-efficacy Scalesmentioning

confidence: 99%

“…One of the major constructs with established correlation in the context of academic self-efficacy is SRL (Bandura, 1994(Bandura, , 1997Zimmerman, 2008;Zimmerman and Schunk, 2008;Salmeron et al, 2010;Schnell et al, 2015). Self-regulation, according to Zimmerman (2008) is defined as self-generated thoughts, feelings, and actions which are planned and cyclically adapted to attain personal goals.…”

Section: Self-regulated Learningmentioning

confidence: 99%

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The Development of Academic Self-Efficacy Scale for Filipino Junior High School Students

Dullas

2018

Front. Educ.

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Primarily the research is focused on the development and validation of the Academic Self-efficacy Scale (ASES-FJHS) for Filipino junior high school students. Self-efficacy refers to people's beliefs in their capabilities to produce certain effects and to learn or perform behaviors at designated levels (Bandura, 2006(Bandura, , 2012. In relation to test construction, most of the developed self-efficacy scale focuses on one source of selfefficacy and are constructed as subscale. Given the limited published ASES for Filipino junior high school students as well as the non-existence of published and established ASES in Philippine context, this study sought to develop and validate a self-efficacy scale that is more holistic than those previously published. The design of the research is Test Development and anchored on Classical Test Theory. Respondents comprised of 4,759 junior high school students from selected 20 public and private schools in Nueva Ecija, Philippines. The study followed the two stages of test development, i.e., the development of the initial, preliminary, and final forms and validation of the scale. The items were developed through consultation with experts and literature reviews. After the development of table of specification, items were validated by four expert judges. Results showed using Lawshe Content Validation Ratio (CVI = 0.87) and Intra-class Correlation [ICC (2,4) = 0.953, a = 0.000] that the expert validators have high agreement on the items of ASES. Moreover, Upper Limit-Lower Limit method (d = 0.43), Cronbach alpha (0.95), split-half method (Spearman-Brown Coefficient = 0.86), item to total correlation, and Principal Component Analysis were also utilized to test the reliability of test items. The factor structure verified the four iterations which includes perceived control (PC), competence (C), persistence (P), and self-regulated learning domains. Convergent (r = 0.498; p < 0.05) and concurrent validity (r = 0.518; p < 0.01) that were employed suggest that the ASES is a valid measure. The Final Form validated consists of 62 items. Results of the study revealed that the ASES for K to 12 junior high school students is a reliable and valid measure of Academic Self-efficacy.

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Section: Development Of Self-efficacy Scalesmentioning

confidence: 99%

Section: Self-regulated Learningmentioning

confidence: 99%

The Development of Academic Self-Efficacy Scale for Filipino Junior High School Students

Dullas

2018

Front. Educ.

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“…A teljesítményszorongás kiemelt probléma az iskola világában, hiszen befolyásolja a teljesítményt, a munkához való viszonyulást, és hosszú távon akár az egészségi állapotot is (Schnell, Ringeisen, Raufelder és Rohrmann, 2015). Az egyszerű "vizsgadrukk" érzé-sétől egészen a pánikrohamig terjedhet a spektruma, amit a teljesítés előtt, illetve annak során az egyén megtapasztal.…”

Section: Bevezetésunclassified

“…Ezenkívül a szorongás csökkenéséhez azáltal is hozzájárul, hogy az énkép részeként pozitív érzéseket generál önmagunk és mások, valamint adott helyzet irányába, javítja a pszichológiai alkalmazkodást és így a kitűzött célok elérését, a feladatok megoldását (Bajaj, Robins és Pande, 2016), és emeli a kreativitás szintjét (Wang és Wang, 2016). Ezzel összefüggésben az énhatékonyság, ami az egyénnek abba vetett hitét jelenti, hogy képes megoldani az előtte álló iskolai vagy akár életfeladatokat, valamiféle kontrollgyakorlás és énszabályozás útján szintén jelentősen kihat a teljesítményre és a teljesítményszorongásra (Lee, Lee és Bong, 2014;Schnell, Ringeisen, Raufelder és Rohrmann, 2015). Egy indonéz vizsgálatban azokra a közép-iskolásokra, akik magas szintű énhatékonysággal rendelkeztek, kevésbé volt jellemző a teljesítményt rontó szorongás az érettségi vizsgájuk során (Qudsyi és Putri, 2016).…”

Section: Bevezetésunclassified

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A zenei teljesítményszorongás rizikó- és protektív faktorai

Pikó¹,

Dobos²

2016

Iskolakultúra

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How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory

Yu,

Dong,

Sun

et al. 2024

Psychology in the Schools

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The current study examined a multiple mediator model based on the control‐value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher‐student relationships (TSRs), academic emotions, academic value (AV), and academic self‐efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control‐value theory and provide important insights for improving students' English academic achievement.

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The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance — Do gender and test anxiety matter?

Cited by 88 publications

References 70 publications

The Development of Academic Self-Efficacy Scale for Filipino Junior High School Students

The Development of Academic Self-Efficacy Scale for Filipino Junior High School Students

A zenei teljesítményszorongás rizikó- és protektív faktorai

How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory

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