Moderating Effects of Academic Self-Efficacy and Task-Value between Academic Stress and Achievement in Cyber University

2012 ◽  
Vol 8 (1) ◽  
pp. 73-92 ◽  
Author(s):  
Young Ju Joo ◽  
Jeongwon Lee ◽  
Sunyu Cho
Keyword(s):  
Self Efficacy ◽  
Academic Stress ◽  
Task Value ◽  
Moderating Effects ◽  
Academic Self Efficacy ◽  
Cyber University ◽  
And Task

scholarly journals Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Psychological Factors ◽  
First Generation ◽  
Academic Stress ◽  
First Generation Students ◽  
Factors Associated ◽  
Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

scholarly journals Influence of Motivation on Academic Performance among Dental College Students

2019 ◽  
Vol 7 (8) ◽  
pp. 1374-1381 ◽  
Author(s):  
Sultan A. Almalki
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Dental Students ◽  
Task Value ◽  
Self Report ◽  
Learning Performance ◽  
Learning Beliefs ◽  
Grade Point ◽  
Motivation For Learning ◽  
And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

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