What happens when students reflect on their self-efficacy during a test? Exploring test experience and test outcome in science

Martin, Andrew J.; Malmberg, Lars‐Erik; Kennett, Roger; Mansour, Marianne; Papworth, Brad; Pearson, Joel

doi:10.1016/j.lindif.2019.05.005

Cited by 10 publications

(7 citation statements)

References 33 publications

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“…For self-efficacy, educators might encourage students to challenge any negative self-beliefs, especially when they are faced with difficult academic tasks (Wigfield and Tonks, 2002 ). Reminding students of their strengths and reiterating what they have already learned can also enhance self-efficacy (Higgins et al, 2001 ; Martin et al, 2019 ). Regarding growth goals, intervention research has demonstrated that encouraging students to set self-improvement targets (personal best goals) and teaching them how to strive to meet these targets are successful strategies (e.g., Martin and Elliot, 2016b ; Ginns et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms

et al. 2021

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To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool—the Load Reduction Instruction Scale-Short (LRIS-S)—to N = 2,071 students in 188 high school science classrooms. Multilevel latent profile analysis (LPA) was used to identify student and classroom profiles based on students' reports of instructional cognitive load (load reduction instruction, LRI; using the LRIS-S) and their accompanying psychological challenge orientations (self-efficacy and growth goals), and psychological threat orientations (anxiety and failure avoidance goals). In phase 1 of analyses (investigating students; Level 1), we identified 5 instructional-psychological student profiles that represented different presentations of instructional load, challenge orientation, and threat orientation, ranging from the most maladaptive profile (the Instructionally-Overburdened & Psychologically-Resigned profile) to the most adaptive profile (Instructionally-Optimized & Psychologically-Self-Assured profile). The derived profiles revealed that similar levels of perceived instructional load can be accompanied by different levels of perceived challenge and threat. For example, we identified two profiles that were both instructionally-supported but who varied in their accompanying psychological orientations. Findings also identified profiles where students were dually motivated by both challenge and threat. In turn, these profiles (and their component scores) were validated through their significant associations with persistence, disengagement, and achievement. In phase 2 of analyses (investigating students and classrooms; Levels 1 and 2), we identified 3 instructional-psychological classroom profiles that varied in instructional cognitive load, challenge orientations, and threat orientations: Striving classrooms, Thriving classrooms, and Struggling classrooms. These three classroom profiles (and their component scores) were also validated through their significant associations with classroom-average persistence, disengagement, and achievement—with Struggling classrooms reflecting the most maladaptive outcomes and Thriving classrooms reflecting the most adaptive outcomes. Taken together, findings show that considering instructional cognitive load (and new approaches to empirically assessing it) in the context of students' accompanying psychological orientations can reveal unique insights about students' learning experiences and about important differences between classrooms in terms of the instructional load that is present.

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Section: Discussionmentioning

confidence: 99%

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms

et al. 2021

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“…Just under 13% of participants were of a non-English speaking home background. Data are shared with a study on the causal relationships between self-efficacy and achievement (Martin et al, 2019).…”

Section: Participantsmentioning

confidence: 99%

Challenge and threat appraisals in high school science: investigating the roles of psychological and physiological factors

Martin

Kennett

Pearson

et al. 2021

Educational Psychology

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While completing a science test and science survey, 155 high school students wore a biometric wristband (measuring electrodermal activity; EDA) and self-reported their science self-efficacy and science anxiety. Adopting a challenge-threat appraisal perspective and latent profile analysis, we explored how students were psychologically (self-efficacy, anxiety) and physiologically (EDA) oriented to science. We identified three groups (profiles), representing different challenge-threat profiles. The largest group was the 'composed challenge-and-threat' group (modest EDA, average anxiety, average self-efficacy). The next largest was the 'aroused high-threat' group (elevated EDA, elevated anxiety, low self-efficacy). The third represented 'composed high-challenge' students (modest EDA, elevated self-efficacy, low anxiety). The aroused high-threat group scored significantly lower than composed high-challenge and composed challenge-and-threat groups in science test performance and flow. Notably, the composed high-challenge and composed challenge-and-threat groups did not significantly differ in test performance; however, the composed high-challenge group was significantly higher in flow than the composed challenge-and-threat group.

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“…Berdasarkan penelitian terdahulu dikemukakan bahwasanya self efficacy dapat sangat mempengaruhi ekologi belajar untuk mengembangkan perilaku keberlanjutan, keberlanjutan perilaku dapat ditingkatkan dengan meningkatkan efikasi diri karena efeknya dalam memediasi keberhasilan pembelajaran ekologi partisipatif (Surjanti et al, 2020). Penelitian lain turut mengungkapkan hasil bahwa pebelajar dengan tingkat self efficacy tinggi mampu meraih skor yang tinggi dalam aktivitas belajar sedangkan pebelajar dengan tingkat efikasi diri yang rendah maka turut meraih skor yang lebih rendah (Martin et al, 2019). Penelitian Ayllon & Angel, dk (2019) juga melaporkan terdapat keterkaitan positif signifikan antara self efficacy dengan hasil belajar.…”

Section: Pendahuluanunclassified

“…Dengan adanya self efficacy yang optimal maka peserta didik memiliki kepercayaan bahwa ia mampu melalui rangkaian proses belajar dengan baik sehingga mempengaruhi hasil belajar. Hasil dari penelitian ini searah dengan penelitian waktu sebelumnya yang menyebutkan bahwa self efficacy berkorelasi dengan kemampuan individu pebelajar dalam mengelola kognisi dan kepercayaan diri mereka saat melakukan tes sehingga pebelajar dengan self efficacy tinggi mampu meraih skor yang lebih tinggi tinggi begitupun sebaliknya (Martin et al, 2019). Pendapat lain menyebutkan meningkatnya efikasi diri pada gilirannya turut mempengaruhi kinerja ujian menjadi lebih baik dikarenakan pebelajar dengan self efficacy yang baik mampu menetapkan tujuan lebih tinggi dan realistis, merencanakan dan memantau dengan lebih baik, dan melaporkan kecemasan lebih rendah, yang pada gilirannya mendorong keberhasilan prestasi akademik (Roick & Ringeisen, 2017).…”

Section: Pengaruh Self Efficacy Terhadap Hasil Belajar Ekonomi Dalam Pembelajaran Daring DI Era Covid-19unclassified

Pengaruh Self Regulated Learning dan Self Efficacy Terhadap Hasil Belajar Ekonomi Peserta Didik dalam Pembelajaran Daring di Era Covid-19

Zahro

Surjanti

2021

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What happens when students reflect on their self-efficacy during a test? Exploring test experience and test outcome in science

Cited by 10 publications

References 33 publications

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms

Challenge and threat appraisals in high school science: investigating the roles of psychological and physiological factors

Pengaruh Self Regulated Learning dan Self Efficacy Terhadap Hasil Belajar Ekonomi Peserta Didik dalam Pembelajaran Daring di Era Covid-19

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