NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1008472
Record Type: Journal
Publication Date: 2013-Jun
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1041-6080
Self-Efficacy and Academic Achievement: Why Do Implicit Beliefs, Goals, and Effort Regulation Matter?
Komarraju, Meera; Nadler, Dustin
Learning and Individual Differences, v25 p67-72 Jun 2013
We examined motivational orientations, cognitive-metacognitive strategies, and resource management in predicting academic achievement. Undergraduates (407) completed the Motivated Strategies Learning Questionnaire, Implicit Theories of Intelligence Scale, Achievement Goal Inventory, and self-reported grade point average. A MANCOVA (controlling for sex and age) indicated that low self-efficacy students tended to believe intelligence is innate and unchangeable and high self-efficacy students pursued mastery goals involving challenge and gaining new knowledge as well as performance goals involving good grades and outperforming others. Further, hierarchical multiple regression analysis indicated that self-efficacy, effort regulation, and help-seeking predicted 18% of the variance in GPA. Interestingly, effort regulation partially mediated the relationship between self-efficacy and GPA. Overall, self-efficacious students are able to achieve academically because they monitor and self-regulate their impulses and persist in the face of difficulties. We discuss implications of these findings for educators seeking to strengthen both self-efficacy and effort regulation towards increasing academic achievement. (Contains 3 tables and 1 figure.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire