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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ525374
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-426X
The Relation between Efficacy for Self-Regulated Learning and Domain-Specific Academic Performance, Controlling for Test Anxiety.
Williams, Janice E.
Journal of Research and Development in Education, v29 n2 p77-80 Win 1996
This study assessed efficacy for self-regulated learning, academic performance, and test anxiety among junior high and high school students (n=103). Surveys indicated that students who perceived themselves as more capable of self-regulated learning tended to have higher academic achievement, and the association seemed to be unaffected by amount of test anxiety. (SM)
Descriptors: Academic Achievement, High School Students, Junior High School Students, Secondary Education, Self Efficacy, Student Characteristics, Test Anxiety
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Regulated Learning