Internalizing and externalizing in adolescence: the roles of academic self-efficacy and gender

2017 ◽  
Vol 54 (9) ◽  
pp. 905-917 ◽  
Author(s):  
Gabrielle H. Rocchino ◽  
Bridget V. Dever ◽  
Alana Telesford ◽  
Kristen Fletcher
Keyword(s):  
Self Efficacy ◽  
And Gender ◽  
Academic Self Efficacy ◽  
Internalizing And Externalizing

scholarly journals College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy

2021 ◽  
Vol 8 (1) ◽  
pp. 4-23
Author(s):  
Esther C. Penzar ◽  
Munyi Shea ◽  
Cher N. Edwards
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Specific Domain ◽  
College Going ◽  
Significant Difference ◽  
First Generation College ◽  
Trait Hope ◽  
And Gender ◽  
Academic Self Efficacy

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

Internalizing and Externalizing in Adolescence: The Roles of Self-Efficacy and Gender

2014 ◽  
Author(s):  
Gabrielle Rocchino ◽  
Chelsea Uselding ◽  
Sophia A. Sealy ◽  
Bridget V. Dever
Keyword(s):  
Self Efficacy ◽  
And Gender ◽  
Internalizing And Externalizing

scholarly journals Assessing Racial/Ethnic and Gender Gaps in Political Science PhD Students’ Methodological Self-Efficacy

2021 ◽  
pp. 1-6
Author(s):  
Amy Erica Smith ◽  
Shauna N. Gillooly ◽  
Heidi Hardt
Keyword(s):  
Political Science ◽  
Self Efficacy ◽  
Methodological Approach ◽  
Ethnic Disparities ◽  
Gender Gaps ◽  
Political Methodology ◽  
And Gender ◽  
Academic Self Efficacy ◽  
Racial Ethnic ◽  
Phd Programs

ABSTRACT Most research on diversity within political methodology focuses on gender while overlooking racial and ethnic gaps. Our study investigates how race/ethnicity and gender relate to political science PhD students’ methodological self-efficacy, as well as their general academic self-efficacy. By analyzing a survey of 300 students from the top 50 US-based political science PhD programs, we find that race and ethnicity correlate with quantitative self-efficacy: students identifying as Black/African American and as Middle Eastern/North African express lower confidence in their abilities than white students. These gaps persist after accounting for heterogeneity among PhD programs, professional and socioeconomic status, and preferred methodological approach. However, small bivariate gender gaps disappear in multivariate analysis. Furthermore, gaps in quantitative self-efficacy may explain racial/ethnic disparities in students’ broader academic self-efficacy. We argue that the documented patterns likely lead to continued underrepresentation of marginalized groups in the political methodology student body and professoriate.

scholarly journals Learner Autonomy of Pre-Service Teachers and its Associations with Academic Motivation and Self-Efficacy

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 75-96
Author(s):  
Muhammet Fatih Alkan ◽  
Mehmet Arslan
Keyword(s):  
Self Efficacy ◽  
Academic Motivation ◽  
Teacher Educators ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Survey Method ◽  
Second Phase ◽  
School Type ◽  
And Gender ◽  
Academic Self Efficacy

Purpose - Learner autonomy enables an individual to learn how to cope with novelties without getting any help from others. Considering the rapid changes and transformations of the 21st century, it has become essential for teachers to possess this characteristic. Moreover, measuring learner autonomy is required to determine their levels. Thus, the purpose of this two-phased study was to adapt the Autonomous Learning Scale into Turkish and to investigate academic motivation and self-efficacy as the predictors of autonomous learning. Methodology - In the first phase, the Autonomous Learning Scale was adapted into Turkish with the participation of 335 pre-service teachers. In the second phase of the study, the autonomous learning of pre-service teachers was investigated in terms of a number of demographic variables along with academic self-efficacy and academic motivation using the data obtained from 776 pre-service teachers with a survey method. Findings - For the first phase, the confirmatory factor analysis showed that Autonomous Learning Scale was a valid and reliable tool to be used in Turkish samples. For the second phase, the regression analysis revealed that academic self-efficacy and academic motivation were significant predictors of autonomous learning of pre-service teachers. Additionally, their autonomous learning significantly differed in terms of department, high school type, and gender. Furthermore, the GPAs of the pre-service teachers were significantly correlated with their autonomous learning levels. Significance - The Turkish version of the Autonomous Learning Scale was presented to researchers. The relationships between autonomous learning and self-efficacy along with motivation have been asserted in a number of studies. However, the present study not only confirmed the correlations among these variables, but also revealed the predictive powers of these variables on autonomous learning. Therefore, teacher educators and policy makers can gain insights from these findings.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

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