Engagement in Learning as Mediator between Motivational Beliefs and School Achievement: A Path Analysis

2020 ◽  
Vol 65 (2) ◽  
pp. 65-86
Author(s):  
Viorel-Beniamin Mih ◽  
Codruța-Alina Mih
Keyword(s):  
Data Analysis ◽  
Educational Attainment ◽  
Empirical Evidence ◽  
Self Efficacy ◽  
School Achievement ◽  
Task Value ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Class Participation ◽  
Homework Completion

"This study applied the Expectancy-Value Theory to explore the directionality of the associations among academic self-efficacy, motivational beliefs (e.g., expectation of success, task value), procrastination, and engagement in learning as well as the impact of these constructs on educational attainment. The data analysis was done by using structural equation modeling. The results reveal important associations among students’ personal variables. Correlational and path analyses show that: (a) self-efficacy is consistently found to predict both expectation of success, task value and procrastination, (b) the associations between self-efficacy and engagement are mediated by motivational beliefs and procrastination, (c) different faceted of engagement (class participation, homework completion, absenteeism) in high school predict educational attainment, and (d) class participation had stronger effects on educational attainment than homework completion. The data analysis provided empirical evidence to better understand the mechanism that mediates self-efficacy and school achievement. Also, the study provides empirical evidence supporting the multifaceted nature of school engagement and demonstrates its utility relative to educational success. The implications of these findings for teaching and learning a specific subject matter in formal classroom contexts are discussed. Keywords: self-efficacy, engagement in learning, expectation of success, valuing of school, procrastination."

scholarly journals Improving the Work Achievement of Employees Through the Leadership Style

2021 ◽  
Vol 5 (3) ◽  
pp. 190-200
Author(s):  
Hery Syahrial ◽  
Miftahuddin Miftahuddin ◽  
Sunaryo Sunaryo
Keyword(s):  
Data Analysis ◽  
Leadership Style ◽  
Self Efficacy ◽  
Work Performance ◽  
Civil Servant ◽  
Civil Servants ◽  
Structure Equation ◽  
Equation Modeling ◽  
Analysis Technique ◽  
Structure Equation Modeling

The purpose of this study was to analyze the factors that influence the work performance of employees in the Percut Sei Tuan sub-district. The sample in this study was 123 employees, using Structure Equation Modeling (SEM) as a data analysis technique. This study concludes that motivation, self-efficacy, and professionalism have a significant effect on leadership style, while competence does not significantly affect leadership style. Leadership style and motivation do not significantly affect work performance, while self-efficacy, professionalism and competence significantly affect work performance. This study provides information that in order to improve employees' work performance, strong leadership is needed and can provide motivation that increases confidence in the ability of employees and also increases professionalism in carrying out duties and responsibilities as a civil servant. Competence is a necessity that must be owned by all employees (civil servants) who are given responsibility by the leadership.

Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates

2009 ◽  
Vol 20 (4) ◽  
pp. 568-601 ◽  
Author(s):  
Anthony R. Artino ◽  
Jason M. Stephens
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Self Regulation ◽  
Task Value ◽  
Naval Academy ◽  
Motivational Beliefs ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Task

Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.

The Impact of Authentic Learning Exercises On Pre-service Teachers' Motivational Beliefs towards Technology Integration

2014 ◽  
Vol 10 (3) ◽  
pp. 60-76 ◽  
Author(s):  
Jennifer R. Banas ◽  
Cindy S. York
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Expectancy Value ◽  
Quasi Experimental ◽  
The Impact

A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.

Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises

2017 ◽  
pp. 121-140
Author(s):  
Jennifer R. Banas ◽  
Cynthia S. York
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Quasi Experimental ◽  
Integrate Technology ◽  
And Control ◽  
The Impact

In this quasi-experimental study, the authors explored the impact of authentic learning exercises on pre-service teachers' motivational beliefs to integrate technology, as well as the ability of those beliefs to predict intentions to integrate. A questionnaire was used to assess 104 pre-service teachers' motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning in relation to technology integration. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted their intentions to integrate technology into future instruction, with task value predicting significantly. The chapter concludes with implications for practice.

scholarly journals The Role of Administrative Modernization in Shaping Tax Moral to Increase Taxpayer Compliance: Case Study in Madiun, Indonesia

2020 ◽  
Vol 23 (55) ◽  
pp. 221-238
Author(s):  
Moh Ubaidillah ◽  
Nik Amah
Keyword(s):  
Structural Equation Modeling ◽  
Data Analysis ◽  
Empirical Evidence ◽  
Structural Equation ◽  
Sampling Method ◽  
Equation Modeling ◽  
The City ◽  
Private Individual

The study presented in this paper aimed to find out and obtain empirical evidence about the role of administrative modernization of the tax collector entity in shaping tax morals to improve private individual taxpayer compliance. Sampling in this study used the purposive sampling method, which resulted in a sample of 244 respondents in the city of Madiun (Indonesia). Data analysis was conducted by means of Structural Equation Modeling (SEM) with Partial Least Squares (PLS). The results showed that morals were positively influential towards taxpayer compliance. Furthermore, high morals positively influence the taxpayer’s compliance with the modernization of the tax collector administration as moderation variables.

scholarly journals THE FACTORS THAT INFLUENCING THE JOB PERFORMANCE OF DRIVERS WHO WORKS IN THE 4.0 ONLINE TRANSPORTATION INDUSTRY

2020 ◽  
Vol 15 (1) ◽  
pp. 17
Author(s):  
Anthonius Anthonius
Keyword(s):  
Data Analysis ◽  
Job Performance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Positive Impact ◽  
Equation Modeling ◽  
Measurement Tool ◽  
Transportation Industry ◽  
Practical Implications

<p><em>The purpose of this research is to test the effect of self-efficacy, training, wages and reward satisfaction to the driver’s job performance working in Indonesia’s online transportation. Measurement tool used in this research was the questionnaire given to 150 respondents who are working in Indonesia’s online transportation company. The data analysis used is the SEM (Structural Equation Modeling). The result shows that self-efficacy, training, wages and reward satisfaction has positive impact on job performance. This finding provides practical implications to companies in the 4.0 industry especially online transportation in Indonesia, to enhance the quality of training, self-efficacy, wages and reward satisfaction so that the driver’s performance becoming better and has positive impact to the company.</em></p>

scholarly journals Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science

2020 ◽  
Vol 31 (4) ◽  
pp. 328-333
Author(s):  
Münevver Subaşi ◽  
Keyword(s):  
Coping Strategies ◽  
Goal Orientation ◽  
Coping Strategy ◽  
Self Efficacy ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Coping

This study aimed to investigate the relationships among mastery goal orientations (approach and avoidance), adaptive coping strategy (positive coping), and motivational beliefs (self-efficacy and task value) among middle school students in science. The study group consists of 249 students studying at four middle schools in one of the largest cities located in the eastern part of Turkey. The research data were collected using Achievement Goals Questionnaire, Academic Coping Inventory, and the Motivated Strategies for Learning Questionnaire. Structural equation modeling was performed using AMOS program to test the hypothesized relationships among constructs. The results showed that individuals with mastery goal orientation used more positive coping strategies. It was observed that individuals with higher self-efficacy had a higher ratio of using positive coping strategies. In addition, individuals with a high level of motivational beliefs used more mastery goal orientation. Furthermore, while mastery goal orientations positively predicted motivational beliefs and positive coping strategies, positive coping strategy was found to predict positively self-efficacy only. This study was a correlational study, but correlational studies did not help the establishment of a cause-effect (causality) relationship between the variables in question. Experimental studies can be conducted in the future to reveal the causes and effects related to the correlation between the relevant variables.

Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing

2021 ◽  
pp. 136216882110068
Author(s):  
Lin Sophie Teng
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Task Value ◽  
Motivational Beliefs ◽  
Efl Writing ◽  
Self Regulated Learning ◽  
Motivational Regulation ◽  
Regulated Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

This study examines the predictive effects of motivational beliefs and self-efficacy on multiple dimensions of self-regulated learning (SRL) strategies in English as a foreign language (EFL) writing. Undergraduate students ( n = 389) were recruited voluntarily from four universities in mainland China. They were invited to complete a set of questionnaires to measure their motivational beliefs (extrinsic and intrinsic goal orientation, task value, and control of learning belief), self-efficacy (linguistic self-efficacy, performance self-efficacy, and self-regulatory efficacy) and SRL strategies (cognition, metacognition, social behavior, and motivational regulation). Multiple regression analyses revealed that motivational beliefs had significant predictive effects on SRL strategies; among which task value and intrinsic goal orientation were significant predictors of nine sub-factors of SRL strategies. Self-efficacy was a strong predictor of metacognitive, cognitive, and motivational regulation strategies. While linguistic self-efficacy had a significant predictive power on text processing alone, self-regulatory efficacy generated a significant effect on a collection of SRL strategies including knowledge rehearsal, goal-oriented monitoring, idea planning, peer learning, and interest enhancement. Pedagogical implications are also discussed.

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