scholarly journals Self-Regulation of Goals and Performance: Effects of Discrepancy Feedback, Regulatory Focus, and Self-Efficacy

Psychology ◽  
2011 ◽  
Vol 02 (03) ◽  
pp. 187-201 ◽  
Author(s):  
Jessica M. Nicklin ◽  
Kevin J. Williams
Keyword(s):  
Regulatory Focus ◽  
Self Efficacy ◽  
Self Regulation ◽  
Performance Effects ◽  
And Performance

How Passion in Entrepreneurship Develops Over Time: A Self-Regulation Perspective

2020 ◽  
pp. 104225872092989
Author(s):  
Maike Lex ◽  
Michael M. Gielnik ◽  
Matthias Spitzmuller ◽  
Gabriel H. Jacob ◽  
Michael Frese
Keyword(s):  
Longitudinal Studies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Time Horizons ◽  
Identity Centrality ◽  
Positive Feelings ◽  
And Performance ◽  
Over Time

We adopt a self-regulation perspective to present a model of the development of passion in entrepreneurship. We argue that entrepreneurial self-efficacy and performance influence the two components of passion—positive feelings and identity centrality—over shorter and longer time horizons, respectively. Furthermore, we argue for the recursive effects of passion on entrepreneurial self-efficacy and performance. Three longitudinal studies with measurements over three weeks ( n = 65) and three months ( n = 150 and n = 180) support our hypotheses. We contribute to a theory of passion that integrates the different time horizons over which the components of passion change.

scholarly journals The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

2019 ◽  
Vol 12 (6) ◽  
pp. 87
Author(s):  
Hind Al Fadda
Keyword(s):  
Academic Success ◽  
Blended Learning ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Help Seeking ◽  
English Language ◽  
Self Regulation ◽  
Learning Context ◽  
Learning Success ◽  
And Performance

Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.

Too Much of a Good Thing? Trade-offs in Promotion and Prevention Focus

2012 ◽  
pp. 64-84 ◽  
Author(s):  
Abigail A. Scholer ◽  
E. Tory Higgins
Keyword(s):  
Regulatory Focus ◽  
Self Regulation ◽  
Future Research ◽  
Regulatory Focus Theory ◽  
Prevention Focus ◽  
Motivational Systems ◽  
Trade Offs ◽  
Challenges And Opportunities ◽  
And Performance ◽  
Benefits And Costs

Different kinds of motivational orientations provide distinctive ways of perceiving the world, dealing with life's inevitable slings and arrows, regulating challenges and opportunities, and creating success. In this chapter, we explore these differences in the two motivational systems outlined in regulatory focus theory: the promotion and prevention systems (Higgins, 1997). In particular, we discuss these systems in terms of the trade-offs in each; what are the benefits and costs of a strong promotion focus? What are the advantages and drawbacks of a strong prevention focus? We explore the trade-offs of each system with regard to three significant aspects of self-regulation and motivation: emotional experiences, the balance between commitment versus exploration, and performance. We conclude by discussing the importance of constraints on these systems for effective self-regulation and by suggesting avenues for future research.

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

Influence of Self-Efficacy on Self-Regulation and Performance among Junior and Senior High-School Age Students

1991 ◽  
Vol 14 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Therese Bouffard-Bouchard ◽  
Sophie Parent ◽  
Serge Larivee
Keyword(s):  
High School ◽  
Cognitive Ability ◽  
Self Efficacy ◽  
Concept Formation ◽  
Self Regulation ◽  
School Age ◽  
Task Persistence ◽  
School Grade ◽  
Grade Levels ◽  
And Performance

The aim of the present study was to examine the influence of self-efficacy on actual self-regulation during a verbal concept formation task of students, already known to be of average or above average cognitive ability, at two grade levels. Following the assessment of self-efficacy, students were observed while they attempted to solve four problems of varying difficulty. The major findings were that irrespective of differences in school grade and in cognitive ability, self-efficacy exerted significant influence on various aspects of self-regulation, such as monitoring of working time, task persistence, and rejection of correct hypotheses, as well as on performance. These results provided support for the construct validity of self-efficacy as different from cognitive competence.

Negative Relationships Between Self-Efficacy and Performance Can Be Adaptive: The Mediating Role of Resource Allocation

2015 ◽  
Vol 44 (2) ◽  
pp. 555-588 ◽  
Author(s):  
James W. Beck ◽  
Aaron M. Schmidt
Keyword(s):  
Resource Allocation ◽  
Self Efficacy ◽  
Empirical Studies ◽  
Self Regulation ◽  
Negative Relationship ◽  
Performance Study ◽  
Mediating Role ◽  
And Performance ◽  
Negative Relationships

This research speaks to the ongoing debate regarding the role of self-efficacy in self-regulation. Specifically, we argue that both positive and negative relationships between self-efficacy and resource allocation are part of an adaptive process. We present the results of two empirical studies demonstrating that a negative relationship between self-efficacy and resource allocation is not always maladaptive and, in fact, can lead to positive indirect effects on performance. In Study 1, we observed natural fluctuations in self-efficacy as individuals completed a mathematics test, finding that the tendency to reduce resource allocation with high self-efficacy is most clearly observed when time is scarce. In turn, an inverted-U relationship between resource allocation and overall performance under high time scarcity emerged such that moderate levels of resource allocation resulted in the highest levels of performance. Study 2 used an experimental design in which self-efficacy was manipulated. Replicating core findings from Study 1, individuals drew upon self-efficacy to balance resource allocation across competing demands. We conclude with a discussion of the theoretical and practical implications of our results.

scholarly journals Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task: Multivariate analyses of grade level, gender, and performance effects

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Günter Faber
Keyword(s):  
Self Efficacy ◽  
Grade Level ◽  
Fifth Graders ◽  
Task Completion ◽  
Efl Learners ◽  
High Performing ◽  
Performance Effects ◽  
Before And After ◽  
And Performance ◽  
Efficacy Expectancies

Learners’ task-specific self-efficacy expectancies have gained increased attention in the EFL context. Across various competence areas they have been demonstrated to substantially affect learners’ motivation, learning approach, and performance. However, certain research gaps still exist – particularly concerning younger learners’ grammar self-efficacy. Furthermore, though conceptually assumed to play an essential role in learners’ self-efficacy formation and calibration accuracy, little is empirically known about task completion effects. The same applies to the role of grade level and gender differences in lower secondary EFL classrooms. Against this background, the present study addressed the effects on preadolescent learners’ self-efficacy expectancies before and after completion of a grammar task. In a sample of 212 preadolescent learners at secondary grade 5 and 6 their self-efficacy expectancies were analyzed before and after task completion. ANOVA results and post hoc analyses indicated task completion effects to exist in a most differentiated manner – and to substantially depend on an interaction between learners’ grade level, gender, and task performance. Fifth-graders’ but not sixth-graders’ self-efficacy expectancies were more accurate after task completion. Most remarkably, it was the male fifth-graders in the high performing group who initially overestimated their grammar performance and perceived their capabilities more realistically after task completion. Thus, it is a matter of careful differentiation for teachers to support effective self-efficacy cognitions of EFL learners during secondary grades. In research, repeated measurement of individual self-efficacy estimates before and after task completion can help to reveal more about the ongoing process of self-concept development.

EMOTIONALINTELLIGENCEANDTHEROLEOFRESILIENCEINMOTIVATINGSUCCESS

2021 ◽  
Vol 67 (2) ◽  
Author(s):  
K. Tussubekova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Organizational Behavior ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Positive Organizational Behavior ◽  
Organizational Goals ◽  
And Performance ◽  
The Relationship

Within the framework of positive organizational behavior, the structure of psychological capital defines four psychological potentials that affect motivation and performance in the workplace: self-efficacy, hope, optimism, and resilience. Thus, emotional intelligence refers to the processes of self-regulation of emotions and motivation that allow people to make adjustments to achieve individual, group, and organizational goals; emotional intelligence is closely related to personal progress in the organizational environment, success, and self-efficacy. Moreover, emotional intelligence is considered a prerequisite for resilience. This study aims to investigate the role of resilience and emotional intelligence in goal achievement motivation to test whether emotional intelligence regulates the relationship between resilience and achievement motivation. Participants-188 employees aged 19 to 58 years. the results confirm the important role of emotional intelligence and resilience in motivating success.

Influence of achievement goals and self‐efficacy on students' self‐regulation and performance

2005 ◽  
Vol 40 (6) ◽  
pp. 373-384 ◽  
Author(s):  
Thérèse Bouffard ◽  
Maryse Bouchard ◽  
Geneviève Goulet ◽  
Isabelle Denoncourt ◽  
Nathalie Couture
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Self Regulation ◽  
And Performance
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