scholarly journals Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs

2017 ◽  
Author(s):  
◽  
Heather Ferguson
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Academic Self Efficacy

scholarly journals Influence of Achievement Goals and Academic Self-efficacy on Academic Achievement of Thai Undergraduate Students: Across Non Procrastinators and Procrastinators

2018 ◽  
Vol 16 (45) ◽  
pp. 243 ◽  
Author(s):  
Leelie Ratsameemonthon ◽  
Robert Ho ◽  
Arunya Tuicomepee ◽  
Jon N. Blauw
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Los Grupos ◽  
Academic Self Efficacy ◽  
Estudiantes Universitarios

Introducción. La procrastinación es un tema muy interesante porque incluso cuando los procrastinadores pueden anticipar sus consecuencias negativas, estos aún retrasan intencionalmente la realización de sus tareas. Esto puede deberse a que algunos procrastinadores reciben resultados positivos concernientes a una procrastinación activa, aunque otros reciben resultados negativos a los que se les denominan procrastinadores pasivos. Para verificar la creencia motivacional entre estos dos tipos diferentes de procrastinación; este estudio evalúa la consistencia de dos configuraciones diferentes: El Modelo 1 está basado en la Teoría de Metas de Logro integrados factores como la autoeficacia académica y las metas de logro (metas de logro-> autoeficacia académica logro académico) y el Modelo 3 está basado en la teoría cognitiva social de la motivación separando factores entre la metas de logro y la autoeficacia académica (autoeficacia académica, logros académicos-> logros académicos) a través de los tres grupos de procrastinadores (no procrastinadores, procrastinadores activos y procrastinadores pasivos). Además, este estudio investiga los diferentes patrones de relaciones estructurales (tanto directas como indirectas) entre las metas de logro, la autoeficacia académica y el rendimiento académico. Método. La muestra consistie en 988 estudiantes universitarios tailandeses con un promedio de edad (dt = 0,99) que oscila entre 18 y 27 años. Se empleó el modelo de ecuaciones de estructura para probar el modelo de ruta y se usaron análisis de trayectorias multigrupo para verificar las diferencias en los coeficientes de ruta entre los tres tipos de procrastinadores. Resultados. El hallazgo confirmó que con el Modelo 1 hubo un mayor número de relaciones significativas que integraron las metas de rendimiento y la autoeficacia académica en relación con el rendimiento académico que con el Modelo 3 que separaba las metas de logro y la autoeficacia académica con respecto al rendimiento académico, así como a través de los tres tipos de procrastinadores. Discusión y conclusión. Hubo un resultado sustancial en la importancia de la integración entre la autoeficacia académica y los objetivos de logro para los procrastinadores pasivos como muestra el Modelo 1 que la autoeficacia académica mediaba las relaciones entre los objetivos de logro y el rendimiento académico para los procrastinadores pasivos, pero no en los grupos de procrastinadores activo o no-procrastinadores. Se discuten las implicaciones de los hallazgos en los tres grupos de procrastinación.

scholarly journals Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

Development and psychometric evaluation of the motivation for nursing student scale (MNSS): a cross sectional validation study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Giampiera Bulfone ◽  
Sondra Badolamenti ◽  
Valentina Biagioli ◽  
Massimo Maurici ◽  
Loreana Macale ◽  
...  
Keyword(s):  
Nursing Students ◽  
Hypothesis Testing ◽  
Validation Study ◽  
Self Efficacy ◽  
Nursing Student ◽  
Academic Motivation ◽  
Self Report ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Academic Self Efficacy

Abstract Objectives To develop a self-report scale to measure academic motivation among nursing students and to test its psychometric properties. Methods a cross-sectional validation study with a convenience sample of nursing students (n=1,635) was performed. The Motivation Nursing Students Scale was developed; content, face, construct validity, hypothesis testing and reliability were evaluated. Results The validity structure revealed a four-factor solution and the model reached a satisfactory fit (χ2=622.835 df=160, p<0.01, CFI=0.90, TLT=0.83, RMSEA=0.060 (90% [CI] 0.055–0.064, p=0.001, SRMR=0.067). The hypothesis testing was confirmed with a positive correlation of the academic self-efficacy with Introjected, Intrinsic motivation and a negative correlation with Amotivation. Conclusions We verified a link between academic self-efficacy and motivation. Both motivation and self-efficacy may increase academic achievement and the possibility for HEIs to degrees a number of students in line with demands.

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