The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance — Do gender and test anxiety matter?

2015 ◽  
Vol 38 ◽  
pp. 90-98 ◽  
Author(s):  
Kerstin Schnell ◽  
Tobias Ringeisen ◽  
Diana Raufelder ◽  
Sonja Rohrmann
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
Self Efficacy ◽  
Goal Attainment ◽  
The Impact

Pre-Test Experience and Memory Performance in Older Adults: The Impact of Test Anxiety and Self-Efficacy

2020 ◽  
Author(s):  
Marina G Cavuoto ◽  
Stella Franzese ◽  
Glynda J Kinsella
Keyword(s):  
Older Adults ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Memory Performance ◽  
Experimental Manipulation ◽  
Community Dwelling ◽  
Experimental Conditions ◽  
Post Test ◽  
The Impact ◽  
Test Failure

Abstract Objective The objective of this paper is to investigate the role of test anxiety and memory self-efficacy on memory performances in older adults. Method One hundred cognitively normal, community-dwelling older adults aged 65+ participated used in this experimental study. Participants completed baseline evaluations (including pre-test anxiety) prior to being assigned to one of two experimental conditions in which they experienced either success or failure on a verbal test. They subsequently completed post-test anxiety ratings, a measure of memory self-efficacy (Memory Self-Efficacy Questionnaire), and standardized tasks of working memory and verbal episodic memory. Results Following experimental manipulation, participants in the pre-test failure condition demonstrated higher anxiety and lower memory performances. Hierarchical regression revealed that change in anxiety from pre-test to post-test predicted memory performances and mediation analyses demonstrated that these effects were explained by lower memory self-efficacy. Conclusions For older adults, experiencing test failure prior to memory testing may result in increased test anxiety and lower memory self-efficacy leading to poorer memory performance. This has implications for diagnostic cognitive assessment for older people.

scholarly journals The Association Between Test Anxiety, Self-Efficacy, and Mental Images Among University Students: Results From an Online Survey

2021 ◽  
Vol 12 ◽  
Author(s):  
Anna Maier ◽  
Caroline Schaitz ◽  
Julia Kröner ◽  
Alexander Berger ◽  
Ferdinand Keller ◽  
...  
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Online Survey ◽  
Substantial Portion ◽  
Mental Images ◽  
Mediation Analyses ◽  
Low Levels ◽  
The Impact ◽  
General Self Efficacy

Background and Objectives: A substantial portion of students report test anxiety, and those reporting low levels of self-efficacy seem to be especially affected. Previous research has indicated the relevance of mental images in the maintenance of anxiety disorders, however, no data are available with respect to test anxiety. In order to close this gap, the present study investigates the association between test anxiety, self-efficacy and mental images.Method: One hundred sixty-three university students completed an online survey. Test anxiety (PAF), general self-efficacy (WIRKALL-r), study-related self-efficacy (WIRK_STUD), intrusiveness of mental images (IFES), spontaneous use of imagery (SUIS) and vividness of imagery (VVIQ) were examined.Results: Test-related mental images were frequently reported among the surveyed students. Test anxiety showed a positive correlation with IFES and a negative correlation with self-efficacy. Mediation analyses showed that about one fifth of the influence of self-efficacy on test anxiety is mediated by IFES.Discussion: The present study gives first indication about an association between test anxiety, self-efficacy and mental images, even though the results are limited with respect to generalizability. Further investigations with respect to the impact of test-related mental images on the self-efficacy/test-anxiety linkage are needed.

REPEATED SUCCESS AND FAILURE INFLUENCES ON SELF-EFFICACY AND PERSONAL GOALS

2004 ◽  
Vol 32 (2) ◽  
pp. 191-197 ◽  
Author(s):  
Casey J. Spieker ◽  
Verlin B. Hinsz
Keyword(s):  
Task Performance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Idea Generation ◽  
Personal Goals ◽  
Personal Factors ◽  
The Impact ◽  
Successes And Failures

Research shows that challenging and specific goals in conjunction with high self-efficacy lead to higher levels of task performance. The impact of repeated success and failure on personal goals and self-efficacy was examined. Undergraduate students initially participated in two-idea generation tasks in which they generated different uses for common objects, such as a knife, which provided them with opportunities to either succeed or fail in goal attainment. Participants then set personal goals and judged their self-efficacy for a subsequent idea generation trial. Our results show that participants who experienced repeated successes set higher personal goals than did those with only a single success, while self-efficacy was not significantly influenced by repeated success or failure. These findings suggest that situational and personal factors such as reactions to prior successes and failures may influence personal goals on future tasks, but do not seem to have an influence on self-efficacy.

scholarly journals Positive Psychology Micro-Coaching Intervention: Effects on Psychological Capital and Goal-Related Self-Efficacy

2021 ◽  
Vol 12 ◽  
Author(s):  
Alina Corbu ◽  
María Josefina Peláez Zuberbühler ◽  
Marisa Salanova
Keyword(s):  
Self Efficacy ◽  
Professional Growth ◽  
Goal Attainment ◽  
Psychological Capital ◽  
Well Being ◽  
Control Group ◽  
Work Related ◽  
Coaching Process ◽  
The Impact

Positive Psychological Coaching is receiving increasing attention within the organizational field because of its potential benefits for employees’ development and well-being (Passmore and Oades, 2014). The main aim of this study was to test the impact of a Positive Psychological Micro-Coaching program on non-executive workers’ psychological capital, and analyze how goal-related self-efficacy predicts goal attainment during the coaching process. Following a control trial design, 60 non-executive employees (35 in the experimental group and 25 in the waiting-list control group) from an automotive industry company participated in a Positive Psychological Micro-Coaching program over a period of 5 weeks. The intervention was grounded in the strengths-based approach and focused on setting a specific goal for personal and professional growth. The program consisted of a group session, three individual coaching sessions, and individual inter-session monitoring. Pre, post, and 4-month follow up measurements were taken to assess the impact on the study variables. Our results reveal that psychological capital increased significantly at post and follow-up times compared to baseline levels. In addition, results confirmed that goal-related self-efficacy predicted goal attainment during the micro-coaching process. Practical implications suggest that short-term positive psychological coaching is a valuable method for developing personal resources, such as psychological capital and to facilitate the goal achievement in non-executive employees, in order to reach work-related goals.

scholarly journals Effects of Metacognition on Performance in Mathematics and Language- Multiple Mediation of Hope and General Self-Efficacy

2019 ◽  
Vol 11 (4) ◽  
pp. 30
Author(s):  
Georgia Stephanou ◽  
Fotini Tsoni
Keyword(s):  
School Performance ◽  
Self Efficacy ◽  
Primary Schools ◽  
Metacognitive Knowledge ◽  
Future Research ◽  
Positive Effects ◽  
Metacognitive Regulation ◽  
The Impact ◽  
General Self Efficacy

This study examined (a) students’ reported use of metacognitive knowledge (declarative, procedural, conditional) and metacognitive regulation (planning, monitoring, information management, evaluation) when they are doing school work or homework, and the effect of metacognition on school performance in language and mathematics and (b) the role of hope (agency thinking, pathway thinking) in general self-efficacy, in the impact of general self-efficacy on metacognition, and in the effect of metacognition on school performance. One hundred and sixty-five 5th and 6th grade students (83 boys, 82 girls), randomly selected from 10 state primary schools of various regions of Greece, participated in the study. Data gathered at the second school term of the total three terms. The results revealed that: (a) the reported frequency of use of metacognitive knowledge (mainly, conditional) and metacognitive regulation (mainly, monitoring) was at a moderate extent, (b) hope (predominately, pathway thinking) was a positive formulator of general self-efficacy and of its impact on metacognition, but the influential role of the two constructs differed between and within the components of metacognition, (c) the three sets of predictors had complementary and positive effects on school performance but their relative power in influencing it varied between mathematics and language and within each school subject, with agency thinking being the most powerful predictor and (d) general self-efficacy mediated the impact of metacognition on school performance, while hope had direct impact on school performance beyond that of metacognition and general self-efficacy. The findings are discussed for their practical applications in education and future research.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

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