Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance |
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| Authors: | Johan Ferla Martin Valcke Gilberte Schuyten |
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| Institution: | (1) Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium;(2) Breda University of Applied Sciences, Archimedestraat 17, 4800 Breda, The Netherlands |
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| Abstract: | Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived
academic competence on higher education students’ achievement goals, learning approach, and academic performance. Results
demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level
of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact
on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting
high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance
approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However,
this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by
a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results. |
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