Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement.

2008 ◽  
Vol 100 (3) ◽  
pp. 525-534 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Roberta Fida ◽  
Michele Vecchione ◽  
Giannetta Del Bove ◽  
Giovanni Maria Vecchio ◽  
...  
Keyword(s):  
Longitudinal Analysis ◽  
Self Efficacy ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use

2019 ◽  
Vol 24 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Rebeca Cerezo ◽  
Estrella Fernández ◽  
Natalia Amieiro ◽  
Antonio Valle ◽  
Pedro Rosário ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Learning Strategy ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning

scholarly journals Self-efficacy, academic motivation, self-regulated learning and academic achievement

2019 ◽  
Vol 5 (2) ◽  
pp. 104
Author(s):  
Mehmed Alafgani ◽  
Eny Purwandari
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Structural Equation ◽  
Academic Motivation ◽  
Equation Model ◽  
Study Data ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning

This study aims to empirically prove that the relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. In addition, empirically proved the mediating role of self-regulated learning on self-efficacy, academic motivation and student achievement. This study used quantitative expansive method. The sample of this study was 246 students of an Islamic senior high school recruited using census technique; thus, the entire population was used as the sample of the study. Data were collected using a questionnaire and were analyzed using Structural Equation Model (SEM). The results empirically show that there is a relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. However, there is no relationship between self-regulated learning and academic achievement.

scholarly journals Mothers’ and Teachers’ Autonomy Support in Relation to Children’s Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

2021 ◽  
Vol 59 (4) ◽  
pp. 477-488
Author(s):  
Bomi Lee ◽  
Nana Shin
Keyword(s):  
Self Efficacy ◽  
Autonomy Support ◽  
Sixth Grade ◽  
Academic Procrastination ◽  
School Students ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Efficacy

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for selfregulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

scholarly journals PERAN SELF-EFFICACY TERHADAP SELF-REGULATED LEARNING PADA MAHASISWA YANG BEKERJA DI MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 502
Author(s):  
Riana Sahrani
Keyword(s):  
Multiple Regression ◽  
Self Efficacy ◽  
Sampling Technique ◽  
The Self ◽  
Learning Ability ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Work From Home ◽  
Regulated Learning

In December 2019, an outbreak of coronavirus or known as Coronavirus Diseases-19 (COVID-19) first occurred in Wuhan, China. The outbreak is affecting the entire world including Indonesia. Therefore, workers or employees who work in government and private sector carry out almost all work from home or known as work from home (WFH). Not spared with the world of education. Learning is usually done face-to-face, changing to a system in network (online) or online.This affects self-regulation as well as self-confidence that must adapt to the new environment. The purpose of this study was to examine the role of self-efficacy in self-regulated learning in students working during the COVID-19 pandemic. Self-regulated learning is a learning ability that uses aspects of metacognition, motivation, and behavior as persistently as possible, with their means and beliefs to achieve the goals set. Self-efficacy is a person's belief that he or she can carry out a task at a certain level that affects. This research was conducted at College X and the University of X Jakarta. This study involved 232 students who worked during the COVID-19 pandemic. The sampling technique used was the purposive sampling technique. Data analysis was performed using multiple regression (multiple regression) using Statistical Product and Service Solutions (SPSS). The results show that self-efficacy plays a role in self-regulated learning by 9,8 %. It can be concluded that there is a positive role of self-efficacy in self-regulated learning. The higher the self-efficacy, the higher the self-regulated learning. Pada bulan Desember 2019, terjadi sebuah wabah virus Corona atau yang dikenal dengan Coronavirus Diseases-19 (COVID-19) pertama kali terjadi di Wuhan, Cina. Wabah tersebut menyerang seluruh dunia termasuk Indonesia. Oleh sebab itu, para pekerja atau karyawan yang bekerja di pemerintahan dan swasta melaksanakan hampir semua pekerjaan dari rumah atau yang dikenal dengan work from home (WFH). Tak luput dengan dunia pendidikan. Pembelajaran yang biasa dilakukan tatap muka, berubah ke sistem dalam jaringan (daring) atau online. Hal ini berpengaruh pada regulasi diri serta keyakinan diri yang harus beradaptasi dengan lingkungan baru. Tujuan dari penelitian ini adalah untuk melihat peran dari self-efficacy terhadap self-regulated learning pada mahasiswa yang bekerja di masa pandemi COVID-19. Self-regulated learning adalah kemampuan belajar yang menggunakan aspek metakognisi, motivasi, dan perilaku dengan sekuat dan segigih mungkin, dengan cara dan keyakinan sendiri untuk mencapai tujuan yang ditetapkan. Self-efficacy merupakan keyakinan seseorang bahwa dia dapat menjalankan suatu tugas pada suatu tingkat tertentu yang mempengaruhi tingkat pencapaian tugasnya. Penelitian ini dilakukan di Sekolah Tinggi X, dan di Universitas X Jakarta. Penelitian ini melibatkan 232 mahasiswa yang bekerja di masa pandemic COVID-19. Teknik pengambilan sampel menggunakan teknik purposive sampling. Pengolahan data menggunakan regresi linear menggunakan Statistical Product and Service Solutions (SPSS). Hasil penelitian menunjukan bahwa self-efficacy berperan dalam self-regulated learning sebesar 9.8%. Hal ini dapat disimpulkan bahwa terdapat peran positif self-efficacy terhadap self-regulated learning. Semakin tinggi self-efficacy maka dapat meningkatkan self-regulated learning.

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