Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs     

Eleftheria N. Gonida  Angeliki Leondari 《International Journal of Educational Research》2011,50(4):209-220

The motivational pattern of adolescents with biased and accurate self-efficacy beliefs in language and/or in math was examined in the current study. A sample of 6119 adolescents completed self-report questionnaires measuring self-efficacy beliefs for language and math, their interest in each subject, persistence, achievement goal orientations, and social goals. Data analyses indicated that (a) underestimation of one's performance, even in regard to a single school subject, was associated to costs and no benefits, (b) accurate or realistic self-appraisals were associated to benefits and no costs, and (c) overestimation of one's performance was more likely to be associated with more costs but not necessarily fewer benefits than realistic self-beliefs. Gender differences were also found.  相似文献   

Predicting different types of parental involvement in children’s homework: the role of parent motivational beliefs and parent affect     

Falanga  Konstantina  Gonida  Eleftheria  Stamovlasis  Dimitrios 《European Journal of Psychology of Education - EJPE》2023,38(1):249-268

European Journal of Psychology of Education - This study investigated motivational and affective processes behind qualitatively different parental involvement practices in children’s...  相似文献   

Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence     

Eleftheria N. Gonida  Grigoris Kiosseoglou  Katerina Voulala 《European Journal of Psychology of Education - EJPE》2007,22(1):23-39

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Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence     

Eleftheria N. Gonida  Katerina Voulala  Grigoris Kiosseoglou 《Learning and individual differences》2009,19(1):53-60

The role of perceived school goal structures and parent goals in predicting adolescents' goal orientations and their behavioral and emotional engagement in the classroom was examined in the present study. Surveys were given to a sample of 271 seventh- and ninth-grade students. Path analyses showed that (a) perceived school mastery goal structures and parent mastery goals predicted student mastery goal orientation, perceived school and parent performance goals predicted student performance-avoidance goal orientation, whereas performance-approach orientation was only predicted by perceived parent performance goals; (b) perceived school and parent mastery goals predicted behavioral but not emotional engagement directly as well as indirectly through the mediation of student mastery goal orientation; (c) behavioral and emotional engagement were predicted by student mastery goal orientation. Results are discussed in relation to current theory and their implications for promoting adaptive patterns of learning in the school and the family context.  相似文献   

Parental influences on student motivation, affect and academic behaviour: Introduction to the Special Issue     

Eleftheria N. Gonida  Tim Urdan 《European Journal of Psychology of Education - EJPE》2007,22(1):3-6

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