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1.
The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy
for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework
influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,
although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable.
No gender differences were found for any of the variables, a finding that extends prior research based on high school girls.
Educational implications about the importance of students’ homework completion and its relationship to college students’ development
of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective. 相似文献
2.
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions. 相似文献
3.
This research examined why parents’ involvement in youth’s learning varies as youth progress through school. 3074 Chinese youths (M age = 13.89 years) in elementary, middle, and high school and their parents reported on parents’ homework assistance and academic socialization. Youth and parents also reported on potential mechanisms underlying variation in these two types of involvement over the school years. Parents’ homework assistance and academic socialization were both higher in elementary than middle school in which they were higher than high school. Youth’s invitations for involvement, along with parents’ involvement role beliefs, involvement self-efficacy, and perceived involvement norms contributed to the tendency for the two types of involvement to be higher in elementary than middle school. Only youth’s invitations and parents’ perceived norms contributed to the tendency for the two to be higher in middle than high school. 相似文献
4.
Thérèse Bouffard Lucille Boileau Carole Vezeau 《European Journal of Psychology of Education - EJPE》2001,16(4):589-604
336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance. 相似文献
5.
This qualitative study explored the barriers and enablers to scheduled caste/scheduled tribe (SC/ST) adolescent girls entering into, and completing secondary education in northern Karnataka, South India. In-depth interviews were conducted with 22 adolescent girls, their respective parent/guardian (n = 22) and 11 teachers, recruited purposively from 11 villages within two districts in northern Karnataka. Multiple barriers were identified to disadvantaged caste adolescent girls’ entry into and retention in education in this setting, and these operated at the individual, family, community and school levels. In addition, some enablers to education were also described. The study highlights the importance of involving multiple stakeholders to overcome the barriers to education for SC/ST girls, and of working to change beliefs and expectations around gender norms as well as improving the quality of education in this setting. 相似文献
6.
The purpose of this investigation was to test (a) whether students distinguished between self-efficacy sources according to social model and (b) how predictive the self-efficacy information students received from each social model was for their self-efficacy beliefs. For this purpose, new vicarious experience and social persuasion scales were developed that independently assess the respective source of self-efficacy information conveyed by three social models, family members, teachers, and peers. As revealed by exploratory factor analysis, confirmatory factor analysis, and multitrait-multimethod analysis, the Korean high school students in Studies 1 (N = 395) and 3 (N = 393) and the Korean college students in Study 2 (N = 220) clearly distinguished between the self-efficacy sources and the social models who delivered this information (family members, teachers, or peers). Student responses to vicarious experience fluctuated more by social model than did their responses to social persuasion. The correlations further suggest the possibility that the existing scale largely taps vicarious experience from teachers and peers rather than vicarious experience from family members. The predictive utility of vicarious experience and social persuasion for self-efficacy also varied according to the social model involved and by the academic domain. Social persuasion by teachers predicted student self-efficacy in mathematics, while vicarious experience from teachers predicted student self-efficacy in English as a foreign language, in addition to mastery experience and physiological state. 相似文献
7.
This study examined adolescents’ perceptions of peer and teacher supports in relation to internalized values, academic self-efficacy, efforts to learn, and goal orientations at the individual and classroom level in a sample of middle school (n = 169) and high school (n = 71) students from 6 schools (15 classrooms). Novel approaches to assessing classroom-level effects included use of coefficient of variation scores to capture consensus among student reports and use of cluster-robust standard errors to account for clustering. At the individual level, significance tests for indirect pathways and formal mediation indicated that relations between perceived peer expectations for prosocial behavior and effort and mastery orientation were mediated by internalized value; and, the relation between perceived emotional support from peers and effort was mediated by self-efficacy. At the classroom level, teachers who were perceived similarly by students with respect to provisions of emotional support also tended to have students who reported high levels of internalized value, and a high degree of student consensus concerning their teacher’s value for subject matter was related positively to their internalized value and effort. Consensus of student reports concerning internalized value was a negative predictor of performance orientation. 相似文献
8.
To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a comparative analysis of undergraduate and graduate students' motivational beliefs (task value and self-efficacy), use of deep processing strategies (elaboration and critical thinking), and motivational engagement (procrastination and choice behaviors). As hypothesized, graduate students learning online reported higher levels of critical thinking than undergraduates. Moreover, after controlling for experiential differences, a logistic regression analysis indicated that graduate student membership was predicted by higher levels of critical thinking and lower levels of procrastination. On the other hand, undergraduate membership was predicted, somewhat paradoxically, by greater task value beliefs and greater intentions to enroll in future online courses. Implications for online instructors and suggestions for future research are discussed. 相似文献
9.
Research on students’ motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students’ everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; Mage = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students’ motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability - the degree to which one believes that ability is fixed or amenable - were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory. 相似文献
10.
《Contemporary educational psychology》2014,39(2):112-123
We explored Grade 6 students’ (n = 202) self-efficacy, epistemic beliefs, and science interest over a 10-day virtual ecology curriculum. Pre- and post-surveys were administered, and analyses revealed that (1) students became more self-efficacious about inquiring scientifically after participating in the activity; (2) students on average evinced a shift toward more constructivist views about the role of authority in justifying scientific claims; (3) students who identified more strongly with being a science person evinced greater gains in self-efficacy, developed a less constructivist view about the role of authority in justifying claims, and became more interested in science overall; and (4) students who held an incremental theory of ability evinced greater gains in self-efficacy. We discuss the implications of these findings for science educators and instructional designers in the design and use of immersive virtual worlds for middle school science students. 相似文献
11.
《The Journal of educational research》2012,105(6):408-419
ABSTRACT The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls. 相似文献
12.
《The Internet and Higher Education》2010,13(4):272-276
Notwithstanding the growth of online learning, little is known about the personal factors that predict student decisions to enroll in online courses. This study examined the relations between several personal factors and students' choice of instructional format. After completing an online course, service academy undergraduates (N = 564) completed a survey that assessed their motivational beliefs (task value and self-efficacy), achievement-related emotions (enjoyment, boredom, and frustration), and satisfaction with the course. Results indicated that students who preferred to take future courses in an online format (as opposed to face-to-face) also reported greater confidence in their ability to learn online (self-efficacy) and greater satisfaction with their recent online learning experience. Logistic regression analysis confirmed and extended these findings, indicating that membership in the online preference group was predicted by higher self-efficacy and satisfaction, and lower task value beliefs. Taken together, results from this study provide researchers and practitioners with a better understanding of how several personal factors relate to students' choice of instructional format. 相似文献
13.
Huy Phuong Phan 《教育心理学》2012,32(6):699-726
Personal self-efficacy is an important theoretical orientation that helps to explain students’ learning and academic achievements. One area of research inquiry has involved the four major sources of information and their predictive effects on self-efficacy. As an extension for examination, the purpose of our investigation was to explore the interrelations between antecedents (e.g. enactive performance accomplishment), self-efficacy beliefs and academic achievement of elementary school students. Our research conceptualisation, unlike previous cross-sectional studies, entails a time displacement between sources of information (Time 1) and self-efficacy (Time 2 and Time 3) and between self-efficacy and academic achievement in science learning (Time 4). Three hundred and thirty-two (152 girls and 180 boys) third and fourth grade students from three government schools participated in this study. Likert-scale inventories were used to measure informational sources and self-efficacy beliefs. Structural equation modelling yielded evidence that supports, in part, our conceptual model. Only enactive performance accomplishment and vicarious experience exerted positive temporally displaced effects on self-efficacy. Self-efficacy at both Time 2 and Time 3 also contributed to the prediction of academic achievement. 相似文献
14.
Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers. 相似文献
15.
Miranda J. Lubbers Margaretha P.C. Van Der Werf Hans Kuyper A.A. Jolijn Hendriks 《Learning and individual differences》2010,20(3):203-208
Past research has consistently shown that there is a relation between personality and academic performance, but much less work has focused on explaining this relation. The present study examined whether three aspects of homework behavior, namely homework time, procrastination, and learning strategies, mediate the relation between personality and academic performance, controlling for cognitive ability, track level, gender, and ethnicity. We investigated this in a nationally representative sample of about 9000 secondary school students in The Netherlands (average age 13 years). Results indicated that all personality traits were related to homework behavior, and that both personality and homework behavior were related to end-of-year grades in math and Dutch language. Nevertheless, homework behavior only partially mediated the relation between personality and grades. 相似文献
16.
《Early childhood research quarterly》2006,21(2):196-212
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39–49 months (M = 45.00; S.D. = 5.40) completed questionnaires about their family demography, their home environments, and their perceived parenting stress. Preschool teachers rated children's social functioning, and children were administered the PPVT-R (or the TVIP). Results of path analyses showed that when controlling for children's age and factors that potentially influence children's opportunities for learning, the relation between parents’ literacy involvement and children's PPVT-R/TVIP scores and social functioning was mediated by children's interest in literacy. In addition, mothers’ perceived parenting stress was directly associated with children's PPVT-R/TVIP scores and social functioning. The findings highlight within-group variations in the home literacy environments of low SES Latino families. 相似文献
17.
Violence against adolescent girls occurs at alarmingly high rates in conflict-affected settings, in part due to their increased vulnerability from their age and gender. However, humanitarian programming efforts have historically focused either on child abuse prevention or intimate partner violence prevention and have not fully addressed the specific needs of adolescent girls, including engagement of caregivers to reduce risk of violence against adolescent girls. Thus, the objectives of this analysis are to examine the whether gendered and parental attitudes of caregivers in South Kivu, Democratic Republic of Congo (DRC) were associated with their adolescent girls’ experiences of violence and girls’ attitudes towards IPV. Cross-sectional data from 869 girls (10–14 years) and their caregivers (n = 764) were drawn from a baseline assessment of a violence prevention evaluation conducted in 2015. Findings suggest that female caregiver’s gender equitable attitudes for adults may be associated with reduced odds of sexual abuse and less acceptance of IPV for adolescent girl children. Parenting attitudes and beliefs and gender equity for girl children were not associated with violence risk for girls, while increased accepting attitudes of negative discipline were only associated with lowered odds of sexual abuse. Understanding of caregivers’ attitudes may provide potential insight into how to more effectively engage and develop programming for caregivers to promote the safety and well-being of adolescent girls. 相似文献
18.
This meta-analysis (29 studies, k = 33, N = 4158) examined the longitudinal development of the relationship between performance self-efficacy and transfer before and after training. A specific focus was on training programs that afforded varying degrees of computer-supported collaborative learning (CSCL). Consistent with social cognitive theory, results suggested positive population correlation estimates between self-efficacy and transfer before (ρ = 0.31) and after (ρ = 0.39) training, and thus a small but positive increase. Three boundary conditions were estimated. First, effect sizes were higher in trainings with rather than without computer support. Second, effect sizes were higher in trainings without rather than with collaboration. Third, time lag had marginal effects. These findings are discussed in terms of their implications for theories of complex social and computer-mediated learning environments and their practical significance for scaffolding technology-enhanced learning and interaction. 相似文献
19.
Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics. 相似文献
20.
The purpose of this study was to identify the extent to which intrinsic student factors such as cognitive learning style, learning strategies, motivation and statistics anxiety, as well as certain demographic factors, predict performance on a research design and analysis course (RDAIIA) in the Department of Psychology at the University of the Witwatersrand, South Africa, with a view to developing future interventions for improving student performance. Using a sample of eighty students, it was established that the factors most predictive of RDA performance were secondary school performance (p < 0.0001) and age (p = 0.0106). Excluding demographic factors, self-efficacy (p < 0.0001), help-seeking (p = 0.0531) and a reflective learning style (p = 0.0071) were also found to be predictive. Performance also differed between students who had completed Mathematics on the higher grade in secondary school and those who had completed standard grade (p = 0.016). These findings present both possible directions and substantial challenges for future performance-intervention strategies. 相似文献