scholarly journals The interplay among academic self-concept, self-efficacy, self-regulation and academic achievement of higher education l2 learners

2015 ◽  
Vol 5 (1) ◽  
pp. 32 ◽  
Author(s):  
Ozkan Kirmizi
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
Self Concept ◽  
L2 Learners

scholarly journals RELATIONS BETWEEN INSTRUCTOR FEEDBACK, SELF-REGULATION, ASSIGNMENT COMPLETION AND ACADEMIC ACHIEVEMENT IN THAI HIGHER LEARNING INSTITUTIONS

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 85-109
Author(s):  
Wuttiporn Suamuang ◽  
Matthew A. Easter ◽  
Surachai Suksakulchai
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Undergraduate Students ◽  
Time Management ◽  
Self Efficacy ◽  
Help Seeking ◽  
Self Regulation ◽  
Assignment Completion ◽  
Instructor Feedback ◽  
The Impact

Purpose – Aassignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology – The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings – The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance – These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement. Keywords: Academic achievement, assignment completion, help-seeking, Thai higher education, time management, self-efficacy.

Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement

2016 ◽  
Vol 86 (4) ◽  
pp. 606-629 ◽  
Author(s):  
Gavin T. L. Brown ◽  
Elizabeth R. Peterson ◽  
Esther S. Yao
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
Student Conceptions

scholarly journals O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

2018 ◽  
Vol 31 (1) ◽  
pp. 21
Author(s):  
Guilherme Da Silva Gasparotto ◽  
Thaynara Do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Tania Stoltz ◽  
Valdomiro De Oliveira
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Web Of Science ◽  
Educational Achievement ◽  
Self Psychology ◽  
Self Concept ◽  
School Students ◽  
The Relationship

O objetivo do estudo foi revisar sistematicamente as pesquisas que analisaram a relação do autoconceito com o rendimento acadêmico de adolescentes do ensino médio, bem como verificar quais variáveis e contextos dentro da escola foram abordados em conjunto ao autoconceito, para melhor explicar essa relação. A revisão incluiu estudos publicados nos últimos 10 anos nas bases eletrônicas de trabalhos científicos: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO e Web of Science. Foram utilizados os descritores caracterizando componentes do autoconceito (self, self-concept e self-psychology) com os descritores relacionados ao rendimento acadêmico, em que também se considerou a capacidade acadêmica percebida (academic achievement, underachievement, educational achievement, perception of competence, competence perception, self-efficacy). Dez estudos foram incluídos na revisão. A relação entre autoconceito e desempenho acadêmico mostrou-se consistente e se confirmou em nove dos 10 trabalhos. Outras variáveis também se apresentaram importantes na explicação do desfecho do rendimento acadêmico, tais como a motivação acadêmica, a prática de atividades extracurriculares, a autoeficácia acadêmica e o envolvimento dos pais.Palavras-chave:Estudantes; Psicologia do self; Adolescente; Avaliação do rendimento ABSTRACTThe aim of the study was to systematically review the studies that analyzed the relationship between self-concept and academic achievement in high school students, as well as to verify which variables and contexts within the school were approached together with self-concept, to better explain this relationship. The review included studies published in the last ten years in the scientific electronic databases: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO and Web of Science. The descriptors that characterized the components of self-concept used were those of self, self-concept and self-psychology, and the descriptors related to academic achievement, academic achievement, underachievement, educational achievement, perception of competence, competence perception and self-efficacy. Ten studies were included in the review. The relationship between self-concept and academic performance was consistent and confirmed in nine of the ten papers. Other variables that were important in explaining the academic achievement were academic motivation, the practice of extracurricular activities, academic self-efficacy and parental involvement.Keywords:Students; Self-psychology; Adolescent; Performance assessment

Assessing Self-Efficacy for Self-Regulation of Academic Writing

2019 ◽  
Vol 35 (5) ◽  
pp. 751-761 ◽  
Author(s):  
Christiane Golombek ◽  
Katrin B. Klingsieck ◽  
Ingrid Scharlau
Keyword(s):  
Higher Education ◽  
Psychometric Properties ◽  
Academic Writing ◽  
Self Efficacy ◽  
Convergent Validity ◽  
Self Regulation ◽  
Factorial Validity ◽  
Research And Practice ◽  
Self Regulated Learning ◽  
The Third

Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education.

Motivational intermediaries of self-regulation among university students

2017 ◽  
Vol 9 (3) ◽  
pp. 448-464 ◽  
Author(s):  
Douglas Russell ◽  
Racquel Warner
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Time Perspective ◽  
Middle Eastern ◽  
Self Regulation ◽  
Future Time Perspective ◽  
Content Type

Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shafaque Fatima ◽  
Muhammad Ali ◽  
Muhammad Ismail Saad
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Structural Equation ◽  
Design Methodology ◽  
Self Regulation ◽  
Equation Modeling ◽  
Comprehensive Strategy ◽  
Content Type ◽  
Sample Data ◽  
Academic Self Efficacy

PurposeThis study investigated the influence of students' conceptions of feedback (ScoF) dimensions on academic self-efficacy (SE) and self-regulation (SRG).Design/methodology/approachThe study employed the partial least squares structural equation modeling (PLS-SEM) approach on a sample data of 528 students from ten different universities of Karachi city.FindingsResults indicate that active use of feedback (AUF) and enjoyment (ENJ) has a positive and significant impact on SE, while ignorance showed an adverse and significant effect on SE. Additionally, SE showed its positive and significant influence on self-regulation. However, meet expectation (MEXPT), peers’ help (PHP) and tutor comment (TC) showed a positive but insignificant impact on SE.Originality/valueThe study provides useful insights for academicians and policymakers to develop a comprehensive strategy for university students to improve their academic SE and self-regulation.

scholarly journals Strategies for learning and academic achievement of secondary school students

2015 ◽  
Vol 24 (1) ◽  
pp. 91-97
Author(s):  
Oli Ahmed ◽  
Mahfuza Khanam
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Low Achievers ◽  
High Achievers ◽  
Learning Beliefs ◽  
School Students ◽  
Humanities Students ◽  
Academic Self Efficacy

Relationship between learning strategies and academic achievement was studied. In addition, it explored whether there were any differences between high and low achievers, males and females, and science and humanities’ students in using learning strategies. Findings revealed that academic achievement was significantly correlated with academic self‐efficacy, organization, and metacognitive self‐regulation. High achievers differed from low achievers in using organization, and meta‐cognitive self‐regulation. In control of learning beliefs and rehearsal, significant gender differences exited. Science group students significantly differed from humanities students in academic self‐efficacy, elaboration, and critical thinking. Dhaka Univ. J. Biol. Sci. 24(1): 91-97, 2015 (January)

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