Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school students1,2

Roeper Review ◽  
1999 ◽  
Vol 21 (4) ◽  
pp. 281-288 ◽  
Author(s):  
John R. Malpass ◽  
Harold F. O'Neil ◽  
Dennis Hocevar
Keyword(s):  
High School ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Math Achievement ◽  
Self Regulation ◽  
High Stakes ◽  
Mathematically Gifted

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

scholarly journals Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi

2014 ◽  
Vol 41 (2) ◽  
pp. 218
Author(s):  
Edy Purwanto
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Task Value ◽  
School Students ◽  
Significant Loading

The purpose of this study was to find out a comprehensive model of achievement motivation appropriate for Indonesian students. Specifically, this study examined the contribution of task-value, self-efficacy and goal orientation in influencing students’ achievement motivation. The subjects of this research were 393 high school students, 219 of them are female and 174 are male. 46% of them were senior high school and 54% junior, high school students. 45% were from public schools and 55% from religion-based private schools. The task-value, self-efficacy, goal orientation and achievement motivation as scaling instruments used in this study were developed from Motivated Strategies for Learning Questionnaire Manual. The instruments had been tested and proved valid and reliable. Analysis of model testing data was done using technique of confirmatory factor analysis. The results showed that the trisula model of achievement motivation was reliable. The task-value, self-efficacy and goal orientation are significant loading factors for achievement motivation. The self-efficacy also is a significant loading factor for the task-value and goal orientation. Keywords: achievement motivation, goal orientation, self-efficacy, task-value

Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students

2003 ◽  
Vol 40 (4) ◽  
pp. 417-427 ◽  
Author(s):  
Kirsten Caraway ◽  
Carolyn M. Tucker ◽  
Wendy M. Reinke ◽  
Charles Hall
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
School Engagement ◽  
Fear Of Failure ◽  
School Students

scholarly journals Analisis Hubungan Self-efficacy dan Metakognitif terhadap Hasil Belajar Siswa SMA Berdasarkan Gender pada Konsep Genetika

2018 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Dewi Purnamasari Suherman ◽  
Widi Purwianingsih ◽  
Sariwulan Diana
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Strong Predictor ◽  
Self Regulation ◽  
Study Data ◽  
Female Students ◽  
School Students ◽  
Final Questionnaire

The lower of awareness, motivation, and self regulation students’ on learning is a major concern in science education. The purpose of this research is to analyze the effects of self-efficacy beliefs and metacognitive on academic performance among high school students based on gender on Genetic concept that include sub-concepts: Genetic Mendel, Heredity, and Mutation. Descriptive method is constructed this study. A total of 60 students XII grader of high school are participated in the study. Data were collected by Self-efficacy and Metacognitive Questionnaire, Genetic Concept Test, and Final Questionnaire.  Data were analyzed using inferential statistics, regression. Regression analysis indicated that self-efficacy and metacognitive was a strong predictor of academic performance. This case are showed by the value of regression, R = 0.612 so that self-efficacy and metacognitive were inferred was a strong predictor of academic performance. The other finding on this research show that male students are outperforming female students on self-efficacy, metacognitive, and academic performance, so that can be conducted a further research about how to increase level of self-efficacy and metacognitive on female students.

scholarly journals Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos

2017 ◽  
Vol 21 (2) ◽  
pp. 1 ◽  
Author(s):  
Ana Clara Ventura ◽  
María Soledad Cattoni ◽  
Ana Borgobello
Keyword(s):  
Goal Orientation ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Control Beliefs ◽  
Academic Training ◽  
Ex Post ◽  
Advanced Students

Being able to properly regulate one’s own learning positively impacts student’s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson’s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student’s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students.

scholarly journals Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Tami Im ◽  
Minseok Kang
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Self Regulation ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Structural Relationships

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results of this study. Achievement goal orientation –approach, self-regulated learning, test-anxiety, and self-efficacy, were positively related to participation; however, achievement goal orientation-avoidance was negatively related to participation. Test-anxiety was directly related to learning achievement and it was found that participation affected learning satisfaction and learning achievement. It was also revealed that learning satisfaction was related to learning achievement. Results of this study suggest that a comprehensive management of learners’ psychological variables, such as achievement goal orientation, self-regulation, test-anxiety, self-efficacy for designing, and managing online learning environments is important to online learning organizations, instructors, and administrators for better learner support.

scholarly journals Structural Models of Self-Efficacy of Filipino Radiologic Technology Educators, Current Learners, and Prospective Students in the Senior High School

2020 ◽  
Author(s):  
Mark Alipio
Keyword(s):  
Social Support ◽  
High School ◽  
Self Efficacy ◽  
Help Seeking ◽  
Self Regulation ◽  
Senior High School ◽  
Prospective Students ◽  
Radiologic Technology ◽  
Technology Students ◽  
Technology Educators

This study aims to explore three different structural models of self-efficacy for Filipino Radiologic Technology educators, current learners, and prospective students in the senior high school. Subjects were 256 Radiologic Technology educators (102 males and 154 females) and 2,451 Radiologic Technology students (1,525 males and 926 females), randomly selected from 22 Radiologic Technology schools in the Philippines. A total of 4,263 prospective Radiologic Technology students from the 30 senior high schools in the Philippines were also sampled as respondents. Six instruments were used to measure help-seeking, self-esteem, social support, motivation, self-regulation, and self-efficacy. Path analysis was utilized to identify the best fitting model. The best fit models of self-efficacy for Filipino Radiologic Technology educators and learners showed that help-seeking, self-esteem, social support, motivation, and self-regulation positively influenced self-efficacy, with social support exerting the greatest causal effect. The best fit model of self-efficacy for prospective Radiologic Technology students from senior high school reported that social support completely mediates the effects of help-seeking, self-esteem, motivation, and self-regulation on self-efficacy. The study highlights different results that could be arrived depending on whether future researchers decide to use the self-efficacy models for Filipino Radiologic Technology educators, current learners, and prospective students in the senior high school. The provision of highly supportive environment for Radiologic Technology educators, current learners, and prospective students in the senior high school is essential to increase self-efficacy, thereby improving their capabilities to hurdle the challenges in the academic milieu.

scholarly journals Role of Alexithymia in Predicting Self-Efficacy in Academic Students of a North Indian Institution: A Cross Sectional Study

2019 ◽  
Vol 3 (8) ◽  
pp. 275-280
Author(s):  
Devanshu Chaudhary ◽  
Anjali Meena
Keyword(s):  
College Students ◽  
Medical Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Uttar Pradesh ◽  
Dental Students ◽  
North India ◽  
Cross Sectional Survey ◽  
Cross Sectional

INTRODUCTION: Alexithymia is a cognitive-affective style and a personality construct that is associated with various physical and psychological disorders. It refers to a personality trait associated with difficulties with identifying or describing feelings, mental imaging and fantasy, and external cognitive orientation AIM: To access the problem of alexithymia among the Academic (Dental and Ayurvedic) students of an Institution in North India. MATERIALS AND METHOD: A questionnaire based cross-sectional survey was carried out among the medical students of D.J. Group of Institutions, Modinagar, Ghaziabad district, Uttar Pradesh, India. Ethical approval was obtained from the Institutional Review Board, Modinagar and informed consent was obtained from all the study participants prior to the study. RESULTS: The questionnaire based study was carried out among 252 medical students of D.J. Group of Institutions, Modinagar, Ghaziabad district, Uttar Pradesh, India. Out of which 113 students were of Ayurveda and 139 were dental students. The inter group comparison of respondents according to course of study in which majority of the Ayurveda students were having significant result for the alexithymia problem. CONCLUSION: This study demonstrates that alexithymia plays significant role in decreasing self-efficacy in academic students. As alexithymia is high in college students and affects self-regulation, goal orientation, and academic function, we suggest that mental physicians routinely evaluate medical college students for alexithymia.

scholarly journals ANALISIS MODEL PENGARUH GOAL ORIENTATION, GENERAL SELF-EFFICACY DAN JENIS KELAMIN TERHADAP SELF-REGULATED LEARNING DALAM PEMBELAJARAN JARAK JAUH

2020 ◽  
Vol 4 (2) ◽  
pp. 358
Author(s):  
Santi Yudhistira ◽  
Deasyanti Deasyanti ◽  
Fellianti Muzdalifah
Keyword(s):  
Distance Education ◽  
Path Analysis ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
P Value ◽  
Chi Square ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
General Self Efficacy

Since COVID-19's entry into Indonesia in early March, 2020, the government has determined all educational institutions to carry out learning activities using the Distance Education method. The method changes are so fast that students as students who use this method do not have much time to adjust and meet various obstacles. This study aims to see how self-efficacy and goal orientation influences students self-regulated learning while carrying out distance education. This study also wants to look at differences in self-regulated learning between male and female students. This research uses quantitative methods. Respondents in this study were 319 students at a university in Jakarta who were carrying out learning activities with distance education methods. The instrument used is General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), 2x2 Achievement Goal Orientation Framework (Elliot & McGregor, 2001), and Metacognitive Self-Regulation dalam Motivated Strategies Learning Questionaire (MSLQ). The validity of the measuring instrument was carried out using the Confirmatory Factor Analysis (CFA) method and hypothesis testing using path analysis processed through Mplus software version 7.11. The results of the path analysis test found that the model tested fit with the chi-square index = 2.39, df = 1, p-value = 0.25> 0.05), and RMSEA = 0.067. The final results of the study showed that self-efficacy, goal orientation, and gender had an effect of 19.7% on student self-regulated learning. Sejak masuknya COVID-19 ke Indonesia awal Maret tahun 2020, pemerintah menetapkan seluruh institusi pendidikan untuk melaksanakan kegiatan belajar dengan metode Pembelajaran Jarak Jauh (PJJ). Perubahan metode yang begitu cepat menyebabkan mahasiswa sebagai peserta didik yang menggunakan metode ini tidak memiliki banyak waktu untuk menyesuaikan diri dan menemui berbagai kendala. Penelitian ini bertujuan untuk melihat bagaimana pengaruh keyakinan diri (self-efficacy) dan penetapan tujuan belajar (goal orientation) terhadap strategi regulasi dan pengelolaan aktivitas belajar (self-regulated learning) pada mahasiswa dengan metode PJJ. Penelitian ini juga ingin melihat self-regulated learning pada mahasiswa laki-laki dan perempuan. Penelitian ini menggunakan metode kuantitatif. Responden dalam penelitian ini adalah 319 mahasiswa disalah satu universitas di Jakarta yang sedang melaksanakan kegiatan belajar dengan metode PJJ. Alat ukur yang digunakan yaitu General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), 2x2 Achievement Goal Orientation Framework (Elliot & McGregor, 2001), dan Metacognitive Self-Regulation dalam Motivated Strategies Learning Questionaire (MSLQ). Validitas alat ukur dilakukan dengan metode Confirmatory Factor Analysis (CFA) dan pengujian hipotesis menggunakan Path Analysis yang diolah melalui software Mplus versi 7.11. Hasil uji Path Analysis diketehui model yang diuji fit dengan indeks chi-square=2,39, df=1, p-value=0,25 >0,05), dan RMSEA=0,067. Hasil akhir penelitian menunjukkan self-efficacy, goal orientation, dan jenis kelamin memberikan pengaruh sebesar 19,7% terhadap self-regulated learning pada mahasiswa.

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