scholarly journals Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance

2016 ◽  
Vol 9 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Hendriati Agustiani ◽  
Surya Cahyad ◽  
Muwaga Musa
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Self Efficacy ◽  
Self Regulation ◽  
The Other ◽  
Self Regulated Learning ◽  
Academic Achievements ◽  
Negative Change ◽  
Psychology Faculty ◽  
Learning And Achievement

In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation between self-efficacy and academic achievement.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

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 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.

scholarly journals DIFFERENCES BETWEEN DEAF AND HARD OF HEARING STUDENTS IN MOTIVATION FOR ACADEMIC ACHIEVEMENT

2021 ◽  
Vol 11 (2) ◽  
pp. 151-158
Author(s):  
Meliha Povlakic Hadziefendic ◽  
◽  
Esad H. Mahmutovic ◽  
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Analysis Of Variance ◽  
Hard Of Hearing ◽  
Self Efficacy ◽  
T Test ◽  
Measuring Instrument ◽  
Academic Achievements ◽  
Tukey Test ◽  
Significant Difference

Goal of this paper was to determine differences between deaf and hard of hearing (DHH) students in motivation for academic achievement and compared to hearing students. Sample was comprised of 94 students averaging 16.5 ± 1.34 years of age. Sample was divided into three groups (deaf, hard of hearing and hearing students). For examination, we used the following: Great Inventory of Achievement Motivation, measuring instrument for assessing students’ motivation for academic achievement, that is comprised of five subtests i.e. 13 areas of measurement (Suzic, 2006). For difference testing t-test was used along with analysis of variance (ANOVA). T-test determined statistically significant difference in areas of “self-efficacy “, “engagement”, “control” and “non-conformism”. Deaf and hard of hearing students displayed less motivation on these parameters than their hearing counterparts. In the area of “valuing academic achievements” DHH students together displayed, better motivation than their hearing counterparts and difference was statistically significant. With Analysis of Variance i.e. with additional Tukey test, we have determined that statistically significant difference is present only when comparing deaf and hearing students, but not when comparing hard of hearing and hearing students.

scholarly journals Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

2021 ◽  
Vol 12 ◽  
Author(s):  
Yves Karlen ◽  
Carmen Nadja Hirt ◽  
Alina Liska ◽  
Ferdinand Stebner
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Adaptive Learning ◽  
School Level ◽  
Self Regulated Learning ◽  
Academic Achievements ◽  
Academic Track ◽  
Regulated Learning ◽  
Deliberate Strategy ◽  
Indirect Relationship

Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements. As covariates, we included gender, age, and academic track. We surveyed 244 students (46.3% female) from the lower secondary school level with a mean age of 14.57 years. The results revealed that mindsets about SRL support more adaptive learning emotions (i.e., higher enjoyment and lower boredom) and positively relate to students' strategy knowledge. The students' self-concepts about SRL are positively related to their enjoyment and academic achievements. Gender-specific differences between the students revealed a disadvantage for the boys, who had lower self-concepts about SRL, lower strategy knowledge, and lower academic achievements in comparison to the girls. Furthermore, the study also revealed that students in the lower academic track adhered more to a fixed mindset about SRL and had lower strategy knowledge than their peers in the higher academic track. Finally, we found an indirect relationship between mindset about SRL and academic achievement via self-concepts about SRL. Overall, our results emphasize the importance of students' mindsets and self-concepts about SRL for their learning and academic achievements.

scholarly journals PERAN KECERDASAN INTELEKTUAL DAN SELF REGULATED LEARNING TERHADAP PRESTASI BELAJAR MAHASISWA

2018 ◽  
Vol 4 (1) ◽  
pp. 240-251
Author(s):  
Usman Hidayat
Keyword(s):  
Self Regulation ◽  
Secondary Data ◽  
Analysis Data ◽  
Personal Factors ◽  
Independent Variables ◽  
Self Regulated Learning ◽  
Intellectual Quotient ◽  
Psychology Faculty ◽  
Regulated Learning ◽  
Research Plan

This research specifically observes the personal factors of students, both demo-graphically and psychologically expected to influence to achievement of study had by them. Demographic factor that will be observed is intellectual quotient and psychological factor that will be observed is self regulated learning. Self regulated learning comes from the concept of self regulation which is said by Bandura (1997), but it has been modified and specified for education domain by Zimmerman (2000). This research plan applies correlation plan, multiple regression. The research data include: (1) primer data, i.e., data correlating to self regulated learning, and (2) secondary data, i.e., the data correlating to the standard of quotient and the result of study achievement (IPK). The secondary data is gotten from the result of psycho test implemented by the laboratory of Sunan Gunung Djati Bandung State Islamic University psychology faculty and the data existing in Sunan Gunung Djati Bandung State Islamic University Psychology Faculty. The result of analysis data shows that the correlation coefficient of all three independent variables with dependent variable = 0.564 and R2 = 0.310. It shows that 31 percent of  study achievement variety is determined by intellectual quotient and self regulated learning. Furthermore, 69 percent of it is determined by the other variables.

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