The Association between the Directional Accuracy of Self-Efficacy and Accounting Course Performance

2002 ◽  
Vol 17 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Theodore E. Christensen ◽  
Timothy J. Fogarty ◽  
Wanda A. Wallace
Keyword(s):  
Path Analysis ◽  
Extracurricular Activities ◽  
Self Efficacy ◽  
Essential Element ◽  
The Self ◽  
Accounting Students ◽  
Exam Performance ◽  
Course Performance ◽  
Self Assessment ◽  
Subsequent Performance

This study examines how accounting students' ability to assess their course standing mid-way through the term is associated with their success in the course. Drawing on the paradigm of self-efficacy, we explicitly assess mid-way through the course how aware students are of (1) their exam performance, having taken an exam but before receiving feedback, and (2) their final course grade. Path analysis results for a sample of 214 students suggest that the more conservative a student's self-efficacy (that is, the less optimistic or more pessimistic the self-assessment), the higher the second exam score and final course grade. This relationship holds even after controlling for cumulative GPA in accounting courses, average exam performance during the term, trajectory of achievement, number of accounting classes already completed, and the extent of involvement in extracurricular activities. Path analysis results also support the notion that student characteristics are associated with performance, both directly and indirectly (via their association with the conservatism of self-efficacy). We find that the direction of inaccuracy matters. When students' predictions are below outcomes, reflecting pessimism, subsequent performance improves. When predictions are above outcomes, reflecting optimism, subsequent performance deteriorates. These results suggest that the direction of inaccuracy in understanding current course standing is an essential element of students' success in the classroom, apparently due to the self-regulatory behavior prompted by such misalignment.

Gender Differences in the Causal Elements of Self-Efficacy on a High Avoidance Motor Task

1988 ◽  
Vol 10 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Deborah L. Feltz
Keyword(s):  
Heart Rate ◽  
Path Analysis ◽  
Self Efficacy ◽  
Motor Task ◽  
Reciprocal Relationship ◽  
Lower State ◽  
Subsequent Performance ◽  
Autonomic Perception ◽  
Males And Females ◽  
And Performance

This investigation contrasted path analysis models for 40 males and 40 females based on the predictions of Feltz's (1982) respecification model of Ban-dura' s (1977) self-efficacy theory in the approach/avoidance of two trials of a modified back dive. The hypothesized (respecified) model proposed that previous related experiences, self-efficacy, and heart rate predicted initial back-diving performance and that previous performance and self-efficacy predicted subsequent performance. The hypothesized model also proposed that self-efficacy mediates the influence of autonomic perception of arousal on performance. Results indicated that males had lower state anxiety and autonomic perception scores than females on the first trial. No differences occurred for back-diving performance, self-efficacy, or heart rate. Path analysis results indicated that the hypothesized model fit the data better for females than for males, though it left much unexplained variance for both males and females. Females showed a reciprocal relationship between self-efficacy and performance, whereas males showed a reciprocal relationship between autonomic perception and heart rate. Previous performance and self-efficacy were strong predictors of subsequent performance for both males and females.

scholarly journals Using Self-Assessment to Build Self-Efficacy and Intrinsic Motivation in Athletes: A Mixed Methods Explanatory Design on Female Adolescent Volleyball Players

2020 ◽  
Author(s):  
Allan Knight
Keyword(s):  
Mixed Methods ◽  
Extracurricular Activities ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Sample Selection ◽  
Female Adolescent ◽  
Self Assessment ◽  
External Pressures ◽  
Volleyball Players ◽  
Post Test

The aim of this mixed-methods study was to address the issue of burnout and lack of motivation in middle and high school student-athletes. As young athletes cope with school and stresses of extracurricular activities, they often react negatively to external feedback and motivation. The athletes often find themselves in a low state of self-efficacy due to perceived external pressures. This can lead to burnout and ultimately quitting the sport. This study utilized a model that was designed to use self-assessment to increase self-efficacy among athletes to promote a higher sense of accomplishment and motivation toward success. The athletes were all female volleyball players ranging from ages 10-18. Each athlete received a pretest to ascertain her level of motivation prior to the beginning of the athletic season. During their athletic seasons, 30 of the athletes participated in a weekly self-assessment program producing measurable quantitative data to be used as predictors. A sample selection of the athletes was also interviewed to allow for reflection on the study and produce qualitative data intended to predict possible outcomes of the study. Upon completion of the season the athletes took a post-test to measure their levels of motivation. The outcome of the study produced a statistical effect that demonstrated an increase in self-efficacy and self-determination in athletes, and subsequently increased motivation. The qualitative interview data corroborated the effect produced by the quantitative data.

The Effect of Emotional Intelligence and Learning Environment on College Stress of Accounting Students with Self Efficacy as an Intervening Variable at Muhammadiyah University of Sidoarjo

Academia Open ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Eka Putri Sayekti ◽  
Sigit Hermawan
Keyword(s):  
Emotional Intelligence ◽  
Learning Environment ◽  
Self Efficacy ◽  
Partial Least Square ◽  
Least Square ◽  
The Self ◽  
Accounting Students ◽  
Primary Data ◽  
Validity And Reliability ◽  
College Stress

This study has a background problem of the number of students who are stressed from college to the point of committing suicide and failing to graduate from college. The purpose of this study was to determine the effect of emotional intelligence, and the learning environment on student lecture stress in accounting with self efficacy as an intervening variable at the University of Muhammadiyah Sidoarjo, either directly or indirectly. The sample used in this study were accounting students at the Muhammadiyah University of Sidoarjo. The analytical tool used is the Partial Least Square analysis with validity and reliability tests of both the outer model and the inner model using the Smart PLS program. Primary data is obtained from questionnaires whose measurements use a Likert scale. The results showed that emotional intelligence has an effect on the self-efficacy of accounting students at the Muhammadiyah University of Sidoarjo. The learning environment affects the self-efficacy of accounting students at the Muhammadiyah University Sidoarjo. Emotional intelligence affects college stress in accounting students at Muhammadiyah University Sidoarjo. The learning environment has an effect on college stress in accounting students at the Muhammadiyah University of Sidoarjo. Self-efficacy has an effect on college stress in accounting students at Muhammadiyah University Sidoarjo. Emotional intelligence affects college stress mediated by self-efficacy of accounting students at Muhammadiyah University Sidoarjo. Learning environment affects college stress mediated by self-efficacy of accounting students at Muhammadiyah University Sidoarjo

The Effect of Career Cruising on the Self-efficacy of Students Deciding on Majors

2014 ◽  
Vol 34 (2) ◽  
pp. 16-25 ◽  
Author(s):  
Karen Cunningham ◽  
Anthony Smothers
Keyword(s):  
Academic Advising ◽  
Self Efficacy ◽  
Short Form ◽  
Career Decision ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Test Methodology ◽  
Post Test ◽  
The Impact

We analyzed the impact of a self-assessment instrument on the self-efficacy of those deciding on majors in a university setting. Using a pre- and post-test methodology, we employed Career Cruising to measure career decision-making self-efficacy. Participants completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) with dependent variables of academic advising and the levels of self-efficacy among the CDSE-SF five subscales: Accurate Self-Appraisal, Gathering Occupational Information, Goal Selection, Planning for the Future, and Problem Solving. The data were subjected to paired and independent t tests to measure any differences in mean scores. The results indicated a slight increase in career self-efficacy for students who participated in both Career Cruising and academic advising.

Self-Efficacy in Parents and Children and Its Relationship to Future Delinquent Behavior in Children

2020 ◽  
pp. 0044118X2095923
Author(s):  
Glenn D. Walters
Keyword(s):  
Longitudinal Study ◽  
Path Analysis ◽  
Direct Effect ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Parental Control ◽  
Delinquent Behavior ◽  
The Self ◽  
Parents And Children ◽  
The Relationship

A moderated mediation analysis was performed on 3,600 (1,829 boys and 1,771 girls) adolescents from the Longitudinal Study of Australian Children (LSAC). Results from a path analysis revealed that child self-efficacy mediated the relationship between mother control self-efficacy and child delinquency in girls but not in boys and that it mediated the relationship between father control self-efficacy and child delinquency in both boys and girls, with the effect being stronger in girls. Alternately, the direct effect from parental control self-efficacy to child delinquency was stronger in boys than girls. These results suggest that while girls may be discouraged from engaging in delinquency by modeling the self-efficacy of their parents, boys may more likely be dissuaded from delinquency by parenting factors other than modeling.

INFLUENCE OF PROCRASTINATION ACADEMIC ON THE SELF ASSESSMENT STUDENT PERFORMANCE ACCORDING TO STUDENT’S LEVEL OF SELF EFFICACY

2016 ◽  
Vol 2016 (4) ◽  
pp. 48-67
Author(s):  
Hugo Dias Amaro ◽  
Elder Semprebon ◽  
Edson Adir Baron Junior ◽  
Angelo Felipe Dezevecki
Keyword(s):  
Student Performance ◽  
Self Efficacy ◽  
The Self ◽  
Self Assessment

scholarly journals The self-assessment accuracy and its relationship with performance and individual characteristics

2011 ◽  
Vol 24 (1) ◽  
pp. 103-126
Author(s):  
YounHee Roh ◽  
YoungWoo Sohn
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Self Esteem ◽  
Individual Performance ◽  
Individual Characteristics ◽  
The Self ◽  
Self Assessment ◽  
Self And Other ◽  
Internal Locus Of Control ◽  
Post Hoc

This study investigated the effects of self-assessment accuracy on individual performance. The self-assessment accuracy was defined as the degree of agreement between self- and other-assessments. A total of 158 subjects assessed themselves and others in their groups on the extent to which they actively participate in their group-based task. Following the method of Atwater and Yammarino (1997), subjects were classified into four groups. Individuals assessed as high by self and others, low by self and others, high by self and low by others, and low by self and high by others were categorized as in-agreement/high assessors, in-agreement/low assessors, over-estimators, and under-estimators, respectively. To test the hypothesis that in-agreement/high assessors will show greater performance than in-agreement/low assessors, over-estimators, and under-estimators, one-way ANOVAs and post-hoc analysies were used. The results showed that in-agreement/high assessors showed greater performance (i.e., final record) than in-agreement/low assessors and over-estimators, and so the hypothesis was partially supported. In addition, this study tested the hypotheses that in-agreement/high assessors will show better indices in such individual characteristics as internal locus of control, self-esteem, self-efficacy, conscientiousness, and neuroticism than in-agreement/low assessors, over-estimators, and under-estimators. The results showed that in-agreement/high assessors showed higher self-efficacy and conscientiousness than in-agreement/low assessors, and so the hypotheses were partially supported.

scholarly journals STUDENTS’ SELF-ASSESSMENT OF ONE’S ABILITIES FOR THEIR LIFE GOALS ACHIEVEMENT

2017 ◽  
Vol 11 (1) ◽  
pp. 59-72
Author(s):  
Stanislava Stoyanova ◽  
Stavroula Roumbou ◽  
Christos Douvlos ◽  
Tsvetelina Hadzhieva ◽  
Stavroula-Vera Strychnou ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Goal Achievement ◽  
Performance Level ◽  
Test Method ◽  
The Self ◽  
Aspiration Level ◽  
Self Assessment ◽  
Frustration Tolerance ◽  
Life Goal ◽  
Self Talk

Goal achievement is considered to be related to need satisfaction, motivation, and self-esteem. The self-assessed abilities for goal achievement were operationalized as positive self-talk, perceived self-efficacy, the performance level of doing a task, the aspiration level, the in/congruence between performance and prognosis, and frustration tolerance to pursue one’s goals in spite of some obstacles. In total, 392 students whose mean age was 21 years old were investigated, divided in sub-samples, with the positive self-talk scale from the ASTQS questionnaire, the self-efficacy scale by Schwarzer & Jerusalem, and the AHA computerized test method from Vienna test system. Students’ self-assessment of one’s abilities for goal achievement revealed the most frequent high levels of perceived self-efficacy and good performance in coding tasks. The other self-assessed abilities for goal achievement were expressed more often at a medium level. The gender differences in the performance level of doing a task were compared to some previous results that indicated a variety of trends, because of the age peculiarities and the types of the tasks that were executed. The advance in age was related to more frequent use of positive self-talk and lower aspiration level, besides to lower performance level. The proposed model of the abilities for goal achievement was successfully approbated in this study revealing the strengths in the students’ self-assessment of one’s abilities for goal achievement and some weaknesses that should be the focus of further interventions in order to increase the students’ frustration tolerance ability and the use of positive self-talk. Keywords: aspiration level, frustration tolerance, life goal, perceived self-efficacy, positive self-talk.

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