scholarly journals Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

2017 ◽  
Vol 8 ◽  
Author(s):  
Javier Fernandez-Rio ◽  
Jose A. Cecchini ◽  
Antonio Méndez-Gimenez ◽  
David Mendez-Alonso ◽  
Jose A. Prieto
Keyword(s):  
Cooperative Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
School Failure ◽  
Academic Self Efficacy

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 Emotional Self-Regulation as a Predictor of Self-Esteem and Academic Self-Efficacy of Children With Visual Impairment

2019 ◽  
Vol 11 (8) ◽  
pp. 29
Author(s):  
Liziana N. Onuigbo ◽  
Joy I. Anyanwu ◽  
Ebere D. Adimora ◽  
Immaculata N. Akaneme ◽  
Theresa O. Oforka ◽  
...  
Keyword(s):  
Public Schools ◽  
Visual Impairment ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Self Esteem ◽  
Educational Background ◽  
Predictive Capacity ◽  
Academic Self Efficacy

BACKGROUND/OBJECTIVE: Research on the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment is limited. The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria. METHOD: A predictive correlational research design was adopted for the study. The participants were 186 students with visual impairment in public schools in the study area. The data was obtained using the Emotional Regulation Questionnaire (ERQ), Rosenberg Self-Esteem Scale (RSES), and Academic Self-Efficacy Scale (ASES). We applied multiple stepwise linear regression analysis for data analysis. RESULTS: Results show that ERQ reappraisal and ERQ suppression are independent predictors of RSES. The ESRQ combined scores significantly predicted RSES. The standardized coefficient for the predictive capacity of the ERQ on RSES was -.464 (p=.000). The ERQ total score in collaboration with gender also predicted RSES. The ERQ reappraisal alone was a significant predictor of ASES, but ERQ suppression alone was not. The ERQ combined score did not significantly predict ASES. The standardized coefficient for the predictive capacity of the ERQ total score on ASES was -.108 (p=.164). The ERQ total score together with age significantly predicted ASES. But ERQ total score with parent’s educational background did not significantly predict ASES. CONCLUSION: Emotional self-regulation reappraisal and Emotional Self-regulation suppression as independent predictors consequently interact to lower the self-esteem and self-efficacy of children with visual impairment. It is pertinent to focus on and teach emotional self-regulation of students with visual impairment so as to boost their self-esteem and academic self-efficacy. This will help to reduce low self-esteem among the students with visual impairment and will also help to eliminate the negative emotional thoughts concomitant with disability.

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)

scholarly journals Kontribusi faktor-faktor non-kognitif pada prestasi belajar siswa sekolah menengah pertama

2019 ◽  
Vol 1 (2) ◽  
pp. 62
Author(s):  
Dany Moenindyah Handarini
Keyword(s):  
Academic Achievement ◽  
Goal Setting ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Academic Resilience ◽  
Regression Result ◽  
School Students ◽  
Academic Self Efficacy ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mengetahui kontribusi keterampilan menetapkan tujuan, regulasi diri akademik, resiliensi akademik, efikasi diri akademik, dan motivasi berprestasi pada prestasi belajar secara sendiri-sendiri, dan mengetahui seberapa besar kontribusi variabel-variabel tersebut secara bersama-sama pada prestasi belajar. Desain penelitian yang digunakan adalah kausal komparatif. Sampel ditarik dari 27 SMP Negeri di Kota Malang dengan teknik multistage random sampling, dan diperoleh jumlah sampel sekolah sebesar 4 sekolah dan sampel siswa sebanyak 340. Data penelitian dikumpulkan dengan menggunakan skala pengukuran keterampilan menetapkan tujuan, skala pengukuran regulasi diri akademik, skala pengukuran resiliensi akademik, skala pengukuran efikasi diri akademik, dan skala pengukuran motivasi berprestasi; sedangkan data prestasi akademik diperoleh melalui dokumen nilai Ulangan Tengah Semester sebelum memperoleh tindakan pengajaran remidi mata-mata pelajaran Matematika, Bahasa Indonesia, Bahasa Inggris, Ilmu Pengetahuan Alam, dan Ilmu Pengetahuan Sosial. Data-data tersebut kemudian dianalisis dengan menggunakan analisis statistik regresi berganda. Hasil penelitian menunjukkan bahwa hanya efikasi diri akademik yang memberi kontribusi pada prestasi akademik; sedangkan keterampilan menetapkan tujuan, regulasi diri akademik, resiliensi akademik, motivasi berprestasi tidak memberi kontribusi pada prestasi akademik. Variabel-variabel bebas dalam penelitian ini secara bersama-sama memberi kontribusi hanya sebesar 2,8%.  The contribution of cognitive factors on the learning achievements of elementary school students AbstractThis study was intended to invent effective contribution of goal setting skill, academic self-regulation, academic resilience, academic self-efficacy, and achievement motivation to academic achievement. Causal comparative design was applied to find the aim of the study. Sample was taken from 4 schools, out of 27 state secondary schools at Kota Malang, using multistage random technique. The instruments used to collect data were: goal setting skill scale, academic self-regulation scale, academic resilience scale, academic self-efficacy scale, and achievement motivation scale, and student achievement score. Data of academic achievement was taken by calculating mean of mathematics, Bahasa Indonesia, English, Social Science, Science score of mid-semester test. Data was analyzed by multiple regression. Result of this study showed only academic self-efficacy contribute to academic achievement, whereas other variables does not. The fourth independent variables, all together, contribute only 2.8%.

Sign in / Sign up

Export Citation Format

Share Document