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Yamada, Masanori; Oi, Misato; Konomi, Shin'ichi – International Association for Development of the Information Society, 2017
This study investigated the relationships between self-regulated learning (SRL) awareness, time-management awareness, learning behaviors (report submission), and learning performance. Psychometric data and learning logs for both in-class and out-of-class activities were collected in the lecture course, and their relationships were analyzed using…
Descriptors: Independent Study, Time Management, Self Efficacy, Learning Strategies
Joo, Young Ju; Joung, Sunyoung; Lim, Eugene; Kim, Hae Jin – International Association for Development of the Information Society, 2014
This study investigated whether college students' self-efficacy, level of learning strategy use, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, level of learning strategy use, academic burnout, and school support were used as prediction variables, and course satisfaction and…
Descriptors: Foreign Countries, College Students, Self Efficacy, Learning Strategies
Bong, Mimi; Hocevar, Dennis – 2001
Convergent and discriminant validity of various self-efficacy measures was examined across two studies. In Study 1, U.S. high school students (n=358) rated their self-efficacy in 6 school subjects with reference to specific problems or general self-efficacy statements on the Motivated Strategies for Learning Questionnaire (MSLQ) (P. Pintrich and…
Descriptors: Concurrent Validity, Foreign Countries, High School Students, High Schools
Bong, Mimi – 1997
Students are often evaluated on the basis of their aggregate or average performance on diverse tasks in each school subject. When the target of prediction is such global measures as course grades, academic self-efficacy, too, should be able to reflect equivalent scope and generality to maximize its predictive utility. Academic self-efficacy in the…
Descriptors: Academic Achievement, High School Students, High Schools, Measurement Techniques
Bong, Mimi – 1998
Two of the most widely used academic self-efficacy assessment techniques, problem-referenced measurement and the Motivated Strategies for Learning Questionnaire (MSLQ) were compared. Participants were 383 high school students from 4 Los Angeles (California) schools. Multi-trait multi-method analyses revealed that the two techniques were not…
Descriptors: Academic Achievement, High School Students, High Schools, Mathematics Achievement
Bong, Mimi – 1999
Academic self-efficacy beliefs of 204 Korean high school freshmen were solicited in Korean, English, and math by using (a) specific problems, (b) task descriptions, and (c) general statements referring to each domain. Regardless of the assessment specificity, self-efficacy judgments demonstrated certain degrees of generality. Cross-domain…
Descriptors: Academic Achievement, Context Effect, Evaluation Methods, Foreign Countries
Barlia, Lily; Beeth, Michael E. – 1999
This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conceptions to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. In this study,…
Descriptors: High School Students, High Schools, Learning Motivation, Physics