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ERIC Number: ED375367
Record Type: Non-Journal
Publication Date: 1992-Aug
Pages: 12
Abstractor: N/A
Reference Count: N/A
Student Self-Efficacy as a Function of Classroom Goal Orientation.
Anderman, Eric M.; Midgley, Carol
Recently, psychologists have investigated self-efficacy as it relates to teaching and learning. This study used hierarchical linear modeling (HLM)--a powerful new technique for assessing multilevel data--to examine the effects on self-efficacy of a school-wide effort to value task-mastery and learning over relative ability and competition. The sample included 341 students from 15 classrooms in 2 elementary schools in a predominantly white district. The students responded to a self-report questionnaire, which assessed student motivation, cognitive strategy use, and perceptions of classrooms and schools. Researchers developed measures of self-efficacy, goal orientation (task and performance), and cognitive strategy use (deep and surface strategies) using both original items and items from existing instruments. Results suggest that self-efficacy relates significantly to the following: (1) the belief that intelligence is a changeable entity; (2) the personal adoption of learning-focused goals; and (3) the use of deep cognitive strategies. Students who were encouraged to take academic risks were more self-efficacious than those who were risk averse; however, in the experimental classes, self-efficacy increased regardless of whether or not the teacher encouraged risks, while in the control classes, self-efficacy did not change with the learning focus slope. (RJM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A