scholarly journals The Relation Between Task Value, Test Anxiety and Academic Self-Efficacy: A Moderation Analysis in High School Geography Course

2021 ◽  
Vol 8 (1) ◽  
pp. 265-278
Author(s):  
Cennet ŞANLI
Keyword(s):  
High School ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Task Value ◽  
Moderation Analysis ◽  
Academic Self Efficacy

Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support

2021 ◽  
pp. 014303432110392
Author(s):  
Weina Lei ◽  
Huan Zhang ◽  
Wenbo Deng ◽  
Hongyan Wang ◽  
Faxian Shao ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Peer Support ◽  
Indirect Effect ◽  
Self Efficacy ◽  
Process Model ◽  
School Students ◽  
Academic Buoyancy ◽  
Academic Self Efficacy

Based on social cognitive theory and ecological systems theory, this study constructed a conditional process model to explore the relationship between academic self-efficacy and test anxiety as well as underlying psychological mechanisms through academic buoyancy and peer support. A sample of Chinese high school students ( N = 560) completed questionnaires assessing academic self-efficacy, academic buoyancy, peer support, and test anxiety. Structural equation modeling (SEM) revealed an indirect effect of academic self-efficacy on test anxiety through academic buoyancy. Moreover, the results of the conditional process analysis demonstrated that this indirect effect was moderated by peer support. The findings suggested that both personal positive psychological characteristics (e.g., academic buoyancy) and school environmental factors (e.g., peer support) are protective factors for test anxiety in high school students. Limitations and implications for future research are discussed.

The Relationship Between Academic Self-Efficacy and Academic-Related Boredom

2016 ◽  
Vol 49 (2) ◽  
pp. 254-267
Author(s):  
Yangyang Liu ◽  
Zuhong Lu
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Amine Oxidase ◽  
School Students ◽  
Repeat Allele ◽  
Maoa Gene ◽  
Chinese High School Students ◽  
The Relationship ◽  
Academic Self Efficacy

The present study sought to examine the relationship between Chinese high school students’ academic self-efficacy and their academic-related boredom. Another objective was to explore the moderating effects of mono-amine-oxidase type A ( MAOA) gene polymorphism on this relationship. In a sample of 514 Chinese high school students, we measured their academic self-efficacy and academic-related boredom from Grades 10 to 12. In addition, we collected their DNA. Data were analyzed by using a linear mixture model. The results indicated that students’ academic self-efficacy negatively predicted their academic-related boredom. The relationship between academic self-efficacy and academic-related boredom was more reliable for students with the 3-repeat allele than for the students with the 4-repeat allele. The findings suggested that the functional polymorphism of MAOA gene moderated the relationship between academic self-efficacy and academic-related boredom.

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

IGNITE: Empowering high ability underachieving students to become focused learners in mainstream classes

2020 ◽  
Vol 36 (3) ◽  
pp. 237-249
Author(s):  
Lye Chan Long ◽  
Adrienne Erwin
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Environmental Perceptions ◽  
High Ability ◽  
Student Agency ◽  
Achievement Orientation ◽  
School Based ◽  
Orientation Model ◽  
High Ability Students ◽  
Academic Self Efficacy

IGNITE, a high school-based programme, was developed for high ability underachievers using the Achievement Orientation Model (AOM), Maker Model, and Bibliotherapy in a mainstream setting. This paper reports on the effects discovered while implementing the programme over the course of 2 years. Year 7 (13 year olds) and Year 9 (15 year olds) students were trained to use the two interventions, incorporating one of these interventions to challenge their learning in the classroom. The programme for each cohort lasted approximately 10 weeks. Identification alone appeared to increase academic self-efficacy for many of these underachievers. Students were empowered by the student agency involved which supports many of the AOM’s assertions, in particular, environmental perceptions and goal valuation. The interventions, Maker Model and Bibliotherapy, should be used concurrently to produce self-directed students and reduce underachievement in high ability students as they appear to target different factors in the Achievement Orientation Model.

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