Predicting Academic Success: Self-Efficacy, Motivation, Expectancy, Goal-Setting, and Social Support

Background: Physical activity (PA) is a strong contributor to enhancing a healthy lifestyle and preventing numerous chronic diseases. As ethnic minorities engage in low levels of PA, psychosocial and activity-based interventions for sustaining PA are crucial. Methods: The 6-month intervention incorporated culturally tailored educational workshops and weekly PA classes at a community center. Educational workshops were led by six trained community health workers (CHWs). Participants (n=37) completed pre- and post-intervention questionnaires regarding PA related self-efficacy, outcome expectations, social support, enjoyment, self-regulation, goal setting, and overall PA. Results: Following the intervention, study participants exhibited increases in weekly PA levels. Wilcoxon Signed-Rank test revealed higher median scores for Exercise Self-Efficacy Scale (ESES), Identified Regulation, and Intrinsic Motivation. Positive changes were observed for Physical Outcome Expectations, Social Outcome Expectations, Self-Evaluative Outcome Expectations, Physical Activity Enjoyment, Social Support for Exercise Scale – Family, Social Support for Exercise – Friends, and Exercise Goal-Setting. Conclusion: Community-based PA interventions may provide potential benefits to Filipino Americans, an ethnic Asian minority group, in identifying exercise benefits, developing proper exercise goals, increasing motivation, promoting PA behavior, and facilitating long-term PA adherence.

Download Full-text

The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance

Reading and Writing ◽

10.1007/s11145-021-10186-x ◽

2021 ◽

Author(s):

Huy Q. Chung ◽

Vicky Chen ◽

Carol Booth Olson

Keyword(s):

Academic Success ◽

Goal Setting ◽

Self Efficacy ◽

Writing Assessment ◽

Self Assessment ◽

Revision Process ◽

Writing Project ◽

On Demand ◽

Post Test ◽

The Impact

AbstractWriting on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background knowledge of how to compose an effective essay, the self-efficacy skills, and the goal setting skills that will help with completing this task in accomplished ways. This sequential mixed-method study explored the impact of guiding a predominantly Redesignated English Learner group of students in a large, urban, low-SES school district in a timed, on-demand essay into a multiple draft process paper through a self-assessment, planning and goal setting, and reflection process as they revised this process paper over a three week period. Both treatment and comparison students completed a pre-test on demand writing assessment, a pre and post self-efficacy in writing survey, and a post-test on demand writing assessment. Students in both conditions were participating in a year-long writing intervention called The Pathway to Academic Success, developed and implemented by the UC Irvine site of the National Writing Project (UCI Writing Project), during the 2017–2018 school year and received identical training from their teachers on how to revise a pre-test essay. However, only the treatment group engaged in self-assessment, planning and goal setting, and reflection during this revision process. Students in the treatment condition demonstrated improved self-efficacy in the writing sub-domain of revision (p < .05) and had statistically significant greater gains on the post-test writing assessment (r = .57; p < .001). These results suggest that engaging students in a planned revision process that includes student reflection, planning, and goal setting before revision, and reflection and self-assessment after revision, positively impacts self-efficacy and writing outcomes.

Download Full-text