SELF-EFFICACY AND ACADEMIC PERFORMANCE

John Lane; Andrew Lane

doi:10.2224/sbp.2001.29.7.687

SELF-EFFICACY AND ACADEMIC PERFORMANCE

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2001.29.7.687 ◽

2001 ◽

Vol 29 (7) ◽

pp. 687-693 ◽

Cited By ~ 70

Author(s):

John Lane ◽

Andrew Lane

Keyword(s):

Self Efficacy ◽

Performance Criterion ◽

Academic Setting ◽

Postgraduate Students ◽

Efficacy Measures ◽

Stable Performance ◽

Time Gap ◽

And Performance ◽

The Stability ◽

Test Retest Reliability

The aim of the present study was to examine the predictive effectiveness of self-efficacy in an academic setting. Seventy-six postgraduate students completed a questionnaire to assess efficacy expectations toward competencies perceived to underpin performance on the course. As there was a 13-week difference in time between completing the self-efficacy questionnaire and completing the performance criterion, it was considered important to assess the stability of self-efficacy measures. To this end, participants completed the same items one week later. Test-retest reliability results indicated that efficacy to cope with “intellectual demands”, “pass first time”, and “achieve a specific grade” were relatively stable. Performance was assessed using end of the semester grades. Regression results showed that “self-efficacy to cope with the intellectual demands of the program” predicted 11.5% of performance variance. Given that there was a 13- week time gap between self-efficacy and performance and that the complexity of the task was high, findings from the present study suggest that self-efficacy has some utility in an academic setting.

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Predictive Validity of Variables Used to Select Students for Postgraduate Management Courses

Psychological Reports ◽

10.2466/pr0.2002.90.3c.1239 ◽

2002 ◽

Vol 90 (3_suppl) ◽

pp. 1239-1247

Author(s):

John Lane ◽

Andrew M. Lane

Keyword(s):

Cognitive Ability ◽

Predictive Validity ◽

Self Efficacy ◽

Ability Test ◽

Postgraduate Students ◽

The United Kingdom ◽

Ability Tests ◽

And Performance ◽

The Uk ◽

Selection Of

The present study set in the United Kingdom examined the predictive validity of variables used to select graduate students into postgraduate management programs at a UK business school. 303 postgraduate students completed a cognitive ability test (MD5, Mental Ability Test), a questionnaire to assess perceptions of self-efficacy to succeed on the program, and reported their performance on their first (undergraduate) degree. Students completed these measures at the start of the programs. Each program comprised 12 modules, which all students were required to complete successfully. Students' performance was measured by the average grade obtained over the 12 modules. Multiple regression indicated that only 22% of the variance (Adjusted R2 = .22, p < .001) in students' performance was predicted significantly by cognitive ability scores. Results show that neither performance on first degree nor scores for self-efficacy showed a significant relationship to the criterion measure. Findings from the present study suggest that in the UK, the use of cognitive ability tests may play a significant role in the selection of students into postgraduate programs. Nonsignificant self-efficacy and performance relationships are ascribed to unclear knowledge of the demands of the program. We suggest that there is need for further research to examine factors related to performance.

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SELF-EFFICACY, SELF-ESTEEM AND THEIR IMPACT ON ACADEMIC PERFORMANCE

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2004.32.3.247 ◽

2004 ◽

Vol 32 (3) ◽

pp. 247-256 ◽

Cited By ~ 134

Author(s):

John Lane ◽

Andrew M. Lane ◽

Anna Kyprianou

Keyword(s):

Academic Performance ◽

Self Efficacy ◽

Self Esteem ◽

Performance Measure ◽

Past Performance ◽

Postgraduate Students ◽

Significant Relationships ◽

Academic Settings ◽

Efficacy Measures ◽

The Relationship

This study investigated relationships between self-efficacy, self-esteem, previous performance accomplishments, and academic performance among a sample of 205 postgraduate students. Participants completed measures of past performance accomplishments, self-esteem, and self-efficacy at the start of a 15-week course. Each student's average grade from modules studied was used as the performance measure. Correlation results indicated significant relationships between self-efficacy and self-esteem. Multiple regression results indicated that self-efficacy mediated the relationship between performance accomplishments and academic performance. Findings lend support to the predictive effectiveness of self-efficacy measures in academic settings.

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Extended Predictive Control: Stability and Performance

Journal of Dynamic Systems Measurement and Control ◽

10.1115/1.4030950 ◽

2015 ◽

Vol 137 (11) ◽

Cited By ~ 2

Author(s):

Daniel Viúdez-Moreiras

Keyword(s):

Predictive Control ◽

Closed Loop ◽

Block Design ◽

Performance Criterion ◽

Reference Trajectory ◽

Prediction Horizon ◽

Trajectory Dynamics ◽

And Performance ◽

Control Stability ◽

The Stability

The stability and performance of the extended predictive control depend on the driver block design and, specifically, on the three factors that determine this design, that is to say, the choice of the performance criterion, the reference trajectory dynamics, and the prediction horizon. This paper presents, for a particular choice of the performance criterion, a new method to determine the closed-loop stability and performance for the class of linear stable system, taking into account the reference trajectory dynamics and the prediction horizon value. Illustrative simulation examples show how, for a certain reference trajectory dynamics, which choice is based on specifications, the selection of the prediction horizon may determine the stability and the performance nature of the closed-loop.

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Predictive Validity of Variables used to Select Students for Postgraduate Management Courses

Psychological Reports ◽

10.1177/003329410209000328.2 ◽

2002 ◽

Vol 90 (3_part_2) ◽

pp. 1239-1247

Author(s):

John Lane ◽

Andrew M. Lane

Keyword(s):

Cognitive Ability ◽

Predictive Validity ◽

Self Efficacy ◽

Ability Test ◽

Postgraduate Students ◽

The United Kingdom ◽

Ability Tests ◽

And Performance ◽

The Uk ◽

Selection Of

The present study set in the United Kingdom examined the predictive validity of variables used to select graduate students into postgraduate management programs at a UK business school. 303 postgraduate students completed a cognitive ability test (MD5, Mental Ability Test), a questionnaire to assess perceptions of self-efficacy to succeed on the program, and reported their performance on their first (undergraduate) degree. Students completed these measures at the start of the programs. Each program comprised 12 modules, which all students were required to complete successfully. Students’ performance was measured by the average grade obtained over the 12 modules. Multiple regression indicated that only 22% of the variance (Adjusted R2 = .22, p < .001) in students’ performance was predicted significantly by cognitive ability scores. Results show that neither performance on first degree nor scores for self-efficacy showed a significant relationship to the criterion measure. Findings from the present study suggest that in the UK, the use of cognitive ability tests may play a significant role in the selection of students into postgraduate programs. Nonsignificant self-efficacy and performance relationships are ascribed to unclear knowledge of the demands of the program. We suggest that there is need for further research to examine factors related to performance.

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Visual-Neural Correlate of Speechreading Ability in Normal-Hearing Adults

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.2504.521 ◽

1982 ◽

Vol 25 (4) ◽

pp. 521-527 ◽

Cited By ~ 7

Author(s):

David C. Shepherd

Keyword(s):

Normal Hearing ◽

Wave Form ◽

Firing Time ◽

Neural Firing ◽

Neural Correlate ◽

Retest Reliability ◽

Repeated Word ◽

Negative Peak ◽

The Stability ◽

Test Retest Reliability

In 1977, Shepherd and colleagues reported significant correlations (–.90, –.91) between speechreading scores and the latency of a selected negative peak (VN 130 measure) on the averaged visual electroencephalic wave form. The primary purpose of this current study was to examine the stability, or repeatability, of this relation between these cognitive and neurophysiologic measures over a period of several months and thus support its test-retest reliability. Repeated speechreading word and sentence scores were gathered during three test-retest sessions from each of 20 normal-hearing adults. An average of 56 days occurred from the end of one to the beginning of another speechreading sessions. During each of four other test-retest sessions, averaged visual electroencephalic responses (AVER s ) were evoked from each subject. An average of 49 clays intervened between AVER sessions. Product-moment correlations computed among repeated word scores and VN l30 measures ranged from –.61 to –.89. Based on these findings, it was concluded that the VN l30 measure of visual neural firing time is a reliable correlate of speech-reading in normal-hearing adults.

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The Latin Square Task as a Measure of Relational Reasoning

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000520 ◽

2020 ◽

Vol 36 (2) ◽

pp. 296-302 ◽

Cited By ~ 1

Author(s):

Luke J. Hearne ◽

Damian P. Birney ◽

Luca Cocchi ◽

Jason B. Mattingley

Keyword(s):

Brain Imaging ◽

Response Times ◽

Latin Square ◽

Error Rates ◽

Functional Brain Imaging ◽

Inspection Time ◽

Relational Reasoning ◽

Validity And Reliability ◽

The Stability ◽

Test Retest Reliability

Abstract. The Latin Square Task (LST) is a relational reasoning paradigm developed by Birney, Halford, and Andrews (2006) . Previous work has shown that the LST elicits typical reasoning complexity effects, such that increases in complexity are associated with decrements in task accuracy and increases in response times. Here we modified the LST for use in functional brain imaging experiments, in which presentation durations must be strictly controlled, and assessed its validity and reliability. Modifications included presenting the components within each trial serially, such that the reasoning and response periods were separated. In addition, the inspection time for each LST problem was constrained to five seconds. We replicated previous findings of higher error rates and slower response times with increasing relational complexity and observed relatively large effect sizes (η2p > 0.70, r > .50). Moreover, measures of internal consistency and test-retest reliability confirmed the stability of the LST within and across separate testing sessions. Interestingly, we found that limiting the inspection time for individual problems in the LST had little effect on accuracy relative to the unconstrained times used in previous work, a finding that is important for future brain imaging experiments aimed at investigating the neural correlates of relational reasoning.

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