Influence of Self-Efficacy on Self-Regulation and Performance among Junior and Senior High-School Age Students

1991 ◽  
Vol 14 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Therese Bouffard-Bouchard ◽  
Sophie Parent ◽  
Serge Larivee
Keyword(s):  
High School ◽  
Cognitive Ability ◽  
Self Efficacy ◽  
Concept Formation ◽  
Self Regulation ◽  
School Age ◽  
Task Persistence ◽  
School Grade ◽  
Grade Levels ◽  
And Performance

The aim of the present study was to examine the influence of self-efficacy on actual self-regulation during a verbal concept formation task of students, already known to be of average or above average cognitive ability, at two grade levels. Following the assessment of self-efficacy, students were observed while they attempted to solve four problems of varying difficulty. The major findings were that irrespective of differences in school grade and in cognitive ability, self-efficacy exerted significant influence on various aspects of self-regulation, such as monitoring of working time, task persistence, and rejection of correct hypotheses, as well as on performance. These results provided support for the construct validity of self-efficacy as different from cognitive competence.

How Passion in Entrepreneurship Develops Over Time: A Self-Regulation Perspective

2020 ◽  
pp. 104225872092989
Author(s):  
Maike Lex ◽  
Michael M. Gielnik ◽  
Matthias Spitzmuller ◽  
Gabriel H. Jacob ◽  
Michael Frese
Keyword(s):  
Longitudinal Studies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Time Horizons ◽  
Identity Centrality ◽  
Positive Feelings ◽  
And Performance ◽  
Over Time

We adopt a self-regulation perspective to present a model of the development of passion in entrepreneurship. We argue that entrepreneurial self-efficacy and performance influence the two components of passion—positive feelings and identity centrality—over shorter and longer time horizons, respectively. Furthermore, we argue for the recursive effects of passion on entrepreneurial self-efficacy and performance. Three longitudinal studies with measurements over three weeks ( n = 65) and three months ( n = 150 and n = 180) support our hypotheses. We contribute to a theory of passion that integrates the different time horizons over which the components of passion change.

Effects of Self-Modeling of Golfer in High School on Self-efficacy and Performance

2020 ◽  
Vol 18 (2) ◽  
pp. 1307-1316
Author(s):  
Hyun-Bin Kim ◽  
◽  
Hak-Beom Kim
Keyword(s):  
High School ◽  
Self Efficacy ◽  
And Performance

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.

The Basic Psychological Needs in Physical Education Scale

2011 ◽  
Vol 30 (3) ◽  
pp. 263-280 ◽  
Author(s):  
Symeon P. Vlachopoulos ◽  
Ermioni S. Katartzi ◽  
Maria G. Kontou
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Grade ◽  
School Students ◽  
Internal Reliability ◽  
Grade Levels

The present study reported on the modification of the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) to assess students’ psychological need fulfillment in elementary school, middle school, and high school compulsory physical education classes. Data were collected from 817 5th and 6th grade students, 862 middle school students and 844 high school students, boys and girls. The findings supported an a priori correlated 3-factor structure of the Basic Psychological Needs in Physical Education scale (BPN-PE) with strong internal reliability for all three school grade levels. Support was also obtained for the nomological validity of the scale responses. Further, measurement invariance emerged for BPN-PE scores across boys and girls and across students who participated or not in out-of-school sports within each school grade level as well as across all three school grade levels.

scholarly journals Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability

2019 ◽  
Vol 56 (6) ◽  
pp. 2077-2115 ◽  
Author(s):  
Brian M. Galla ◽  
Elizabeth P. Shulman ◽  
Benjamin D. Plummer ◽  
Margo Gardner ◽  
Stephen J. Hutt ◽  
...  
Keyword(s):  
High School ◽  
Cognitive Ability ◽  
Predictive Validity ◽  
Test Scores ◽  
Self Regulation ◽  
College Graduation ◽  
Composite Measures ◽  
School Grades ◽  
High School Grades ◽  
Admissions Test

Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic year, Study 1 affirmed that high school grades out-predicted test scores for 4-year college graduation. In a convenience sample of 1,622 high school seniors in the Class of 2013, Study 2 revealed that the incremental predictive validity of high school grades for college graduation was explained by composite measures of self-regulation, whereas the incremental predictive validity of test scores was explained by composite measures of cognitive ability.

Self-Concept and Self-Efficacy: A Test of the Internal/External Frame of Reference Model and Predictions of Subsequent Motivation and Achievement

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1187-1202 ◽  
Author(s):  
Einar M. Skaalvik ◽  
Sidsel Skaalvik
Keyword(s):  
High School ◽  
Middle School ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Reference Model ◽  
Frame Of Reference ◽  
Self Concept ◽  
School Grade ◽  
Domain Specific ◽  
External Frame

We examined how final grades in mathematics and verbal arts in the first year of high school (Grade 11) were predicted in a Norwegian population by sex, previous grades in middle school (Grade 10), self-concept, self-efficacy at a domain-specific level, and intrinsic motivation. Direct and indirect relations were examined by means of a series of regression analyses. Participants were 483 students from six Norwegian high schools. End of term grades in high school correlated positively with grades in middle school in both mathematics ( r = .62) and verbal arts ( r = .55). The relation between grades at the two points of time was to a large extent mediated through mathematics, verbal self-concept, and self-efficacy. Intrinsic motivation also correlated positively with subsequent achievement ( r = .63 and .42 in mathematics and verbal arts, respectively). However, intrinsic motivation had little predictive value for subsequent grades over and above the prediction made by self-concept and self-efficacy. Thus, self-concept and self-efficacy were the strongest predictors of subsequent grades. Predictions from the Internal/External frame of reference model were supported for self-concept but not for domain-specific self-efficacy.

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