scholarly journals The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

2016 ◽  
Vol 9 (3) ◽  
pp. 12 ◽  
Author(s):  
Andrew Wilson ◽  
Wonsun Kim
Keyword(s):  
Reading Comprehension ◽  
Goal Orientation ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Test Scores ◽  
Self Efficacy ◽  
Control Group ◽  
Mastery Goals ◽  
High Level ◽  
Academic Self Efficacy

<p class="apa">The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (<em>n</em>=22) has undergone concept mapping training while the control group (<em>n</em>=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.</p>

scholarly journals The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies

2021 ◽  
Vol 9 (4) ◽  
pp. 106-119
Author(s):  
Mohammad Abbasi ◽  
◽  
Hossein Davoodi ◽  
Hassan Heidari ◽  
Zabih Pirani ◽  
...  
Keyword(s):  
Positive Psychology ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Metacognitive Strategies ◽  
Analysis Of Covariance ◽  
Psychology Training ◽  
Control Group ◽  
Statistical Population ◽  
Academic Burnout ◽  
Academic Self Efficacy

Objective: The present research aimed to explore the effects of cognitive-metacognitive strategies and positive psychology training skills on academic self-efficacy, academic burnout, and learning strategies. Methods: This was a quasi-experimental with an unequal control group design. The statistical population included students in Arak City, Iran, in the academic year 2019-2020. Accordingly, 45 of whom were selected using the convenience sampling method and randomly divided into 3 experimental and control groups (n=15/group). The study participants completed the Academic Self-Efficacy Scale, Bresso et al.’s (1997) Burnout Questionnaire, and the Learning Strategies Scale. The study hypotheses were tested by Multivariate Analysis of Covariance (MANCOVA) and One-way Analysis of Variance (ANOVA). Results: The present study data indicated that concerning self-efficacy and academic burnout, teaching cognitive-metacognitive strategies was more effective than positive psychology training (P<0.01). Conclusion: The present research results that teaching cognitive-metacognitive strategies and positive psychology promoted academic self-efficacy and learning strategies and reduced academic burnout.

Motivational climate, 2×2 achievement goal orientation and dominance, self-regulation, and physical activity in pre-service teacher education

2016 ◽  
Vol 23 (4) ◽  
pp. 461-479 ◽  
Author(s):  
José-Antonio Cecchini-Estrada ◽  
Antonio Méndez-Giménez
Keyword(s):  
Physical Activity ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Leisure Time ◽  
Motivational Climate ◽  
Free Time ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Control Group ◽  
Experimental Group

This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups: experimental and control. For 12 weeks (24 one-hour sessions), the experimental group received an intervention programme based on TARGET model, which emphasized a mastery climate. The control group carried out the same content but without highlighting such strategies. By means of the structural equation model, true intraindividual change in relation to orientation to 2×2 achievement goals, SRL, and PA in leisure time was analyzed. An increase in different variables within the experimental group was confirmed, these being: (a) the orientation to and dominance of mastery-approach (MAp) goals at the expense of the remaining goals; (b) competences in SRL; and (c) moderate and vigorous levels of PA in their free time. In addition, intraindividual changes in the MAp goals were positively related to intraindividual changes in self-efficacy of learning, which, in turn, positively predicted intraindividual changes in PA, regardless of the group (experimental or control). Thus, the mastery climate increases the percentage of participants with a dominant MAp goal and can effectively help to promote regular habits of PA in free time, by mediation of self-efficacy in SRL.

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 Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model

2020 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Positive Emotions ◽  
Mediating Effect ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

scholarly journals Penerapan Strategi Pembelajaran Preview Question Read Reflect Recite Review Untuk Meningkatkan Keterampilan Membaca Pemahaman Teks Eksplanasi

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Susi Alawiyah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Research Design ◽  
Learning Strategy ◽  
Control Group ◽  
Average Increase ◽  
Comprehension Skills ◽  
Explanatory Text ◽  
Reading Comprehension Skills ◽  
Experimental Group

Abstract:  This study aims to determine the effect of implementing the PQ4R learning strategy on reading comprehension skills of explanatory text. This research was conducted at SMK N 5 Tangerang Regency. The population in this study were all students of SMK N 5 Tangerang Regency. The sample of this study were students of grade 12 TBSM 1 and grade 12 TBSM 2. The approach used in this study was a quantitative approach. This research design uses a control group pretest-posttest design so it requires a control group and an experimental group. The results of this study indicate that the average increase in the application of the PQ4R learning strategy is 25.71 while the average increase in the conventional learning strategy is 15.87. This means that the application of the PQ4R strategy can improve students' reading comprehension skills of explanatory text more effectively when compared to conventional learning strategies at SMK N 5 Tangerang Regency.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R terhadap keterampilan membaca pemahaman teks ekplanasi. Penelitian ini dilakukan di SMKN 5 Kabupaten Tangerang. Populasi dalam penelitian ini adalah seluruh Siswa SMKN 5 Kabupaten Tangerang. Sampel penelitian ini adalah siswa kelas 12 TBSM 1 dan kelas 12 TBSM 2. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Desain penelitian ini menggunakan desain control group pretest-postest design sehingga memerlukan kelompok kontrol dan kelompok eksperimen. Hasil dari penelitian ini menunjukkan bahwa kenaikan rata-rata penerapan strategi pembelajaran PQ4R adalah 25.71 sedangkan kenaikan rata-rata strategi pembelajaran konvensional sebesar 15.87. Artinya penerapan strategi PQ4R dapat meningkatkan keterampilan membaca pemahaman teks eksplanasi peserta didik lebih efektif jika dibandingkan dengan strategi pembelajaran konvensional di SMK N 5 Kabupaten Tangerang.

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 A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

Sexualized gender stereotypes predict girls’ academic self-efficacy and motivation across middle school

2019 ◽  
Vol 43 (6) ◽  
pp. 523-529 ◽  
Author(s):  
Christia Spears Brown
Keyword(s):  
Goal Orientation ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Academic Ability ◽  
Seventh Grade ◽  
Gender Typicality ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Academic Attitudes ◽  
Academic Self Efficacy

Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools ( MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.

scholarly journals High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

2020 ◽  
Vol 12 (17) ◽  
pp. 6728
Author(s):  
María Pilar Aparicio-Flores ◽  
José María Esteve-Faubel ◽  
Rosa Pilar Esteve-Faubel ◽  
José Daniel Álvarez-Teruel
Keyword(s):  
Perspective Taking ◽  
Self Efficacy ◽  
Reactivity Index ◽  
Future Teachers ◽  
Predictive Capacity ◽  
Social And Emotional ◽  
The Subject ◽  
High Level ◽  
Academic Self Efficacy ◽  
Dispositional Empathy

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.06 and 1.09, respectively) and less for those with personal discomfort (OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

scholarly journals Does Project Children’s University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design

2019 ◽  
Vol 11 (3) ◽  
pp. 778 ◽  
Author(s):  
Esef Toytok ◽  
Sungur Gürel
Keyword(s):  
Treatment Group ◽  
Self Efficacy ◽  
Education Quality ◽  
Control Group ◽  
Test Results ◽  
Modeling Framework ◽  
Learning Skills ◽  
Curve Modeling ◽  
Academic Self Efficacy ◽  
6Th Graders

The purpose of this study is to determine whether students’ academic self-efficacy levels increase through a 20 week of education that is based on the problem-based learning theory and transmitted in an inter-disciplinary manner in Project Children’s University. The project aimed to teach students to learn how to learn. Eventually, students will be life-long learners and gain sustainable learning skills. In order to observe the effect of Project Children’s University, academic self-efficacy levels are measured in terms of “self-efficacy in ability”, “context”, and “education quality domains”. Changes in treatment group students’ academic self-efficacy levels are modeled in growth curve modeling framework throughout three waves. Then, they are compared with those of control group students using Welch’s t test. Results have shown that the levels of academic self-efficacy throughout the research have fallen significantly for the treatment group students. In addition, the levels of self-efficacy in ability of the treatment group students were significantly higher than the levels of the control group students. On the other hand, the levels of context of the treatment group students were significantly lower than the levels of the control group students. In conclusion, Project Children’s University has failed to increase students’ academic self-efficacy levels, but entitled them to understand what academic self-efficacy really means, to socialize, to be self-confident students, and to criticize themselves more rationally.

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