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Showing 1 to 15 of 27 results Save | Export
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Joet, Gwenaelle; Usher, Ellen L.; Bressoux, Pascal – Journal of Educational Psychology, 2011
The purpose of this study was to assess the influence of Bandura's (1997) theorized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of 3rd-grade elementary school students (N = 395) in France, to examine whether classroom context might explain a significant portion of the variation in self-efficacy, and to assess…
Descriptors: Elementary School Students, Females, Self Efficacy, Foreign Countries
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Holzberger, Doris; Philipp, Anja; Kunter, Mareike – Journal of Educational Psychology, 2013
This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation,…
Descriptors: Self Efficacy, Instructional Effectiveness, Longitudinal Studies, Educational Quality
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Williams, Trevor; Williams, Kitty – Journal of Educational Psychology, 2010
Reciprocal determinism is a central premise of Bandura's (1986) social cognitive theory. Studies of the relationship between self-beliefs and performance tend to draw on this or related theories and usually endorse the notion of reciprocal determinism at a substantive-theoretical level. However, attempts to model this postulated mutual influence…
Descriptors: Feedback (Response), Self Efficacy, Mathematics Achievement, Mathematics Skills
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Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A. – Journal of Educational Psychology, 2010
We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…
Descriptors: Elementary School Students, Self Efficacy, Mathematics Tests, Classroom Environment
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Martin, Andrew J.; Anderson, Judy; Bobis, Janette; Way, Jennifer; Vellar, Rosemary – Journal of Educational Psychology, 2012
Prompted by international concerns about school and postschool participation in mathematics, the authors of the present study sought to investigate factors predicting "switching on" and "switching off" in mathematics, operationalized through measures of future intent and disengagement, respectively. They drew from…
Descriptors: Self Efficacy, Ecology, Time Factors (Learning), Foreign Countries
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Bong, Mimi; Hwang, Arum; Noh, Arum; Kim, Sung-il – Journal of Educational Psychology, 2014
We examined the nature of self-oriented and socially prescribed perfectionism in relation to the motivation and achievement of 306 Korean 7th graders. We also tested the mediating role of domain-specific academic self-efficacy and achievement goals in the relationships between perfectionism and achievement-related outcomes across math and English.…
Descriptors: Adolescents, Personality Traits, Motivation, Self Efficacy
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Kim, Lisa E.; Dar-Nimrod, Ilan; MacCann, Carolyn – Journal of Educational Psychology, 2018
Students' educational outcomes are predicted by their noncognitive characteristics, including Big Five personality domains. Although theories of teaching and learning suggest that teacher noncognitive characteristics also impact student outcomes, such characteristics are rarely studied systematically. We propose that the Big Five personality…
Descriptors: Teacher Characteristics, Personality Traits, Teacher Effectiveness, Secondary School Teachers
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Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Lichtenfeld, Stephanie – Journal of Educational Psychology, 2017
Consistently with a priori predictions, school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school grades, and standardized achievement test scores). The design, based on a large, representative…
Descriptors: Grade Repetition, Self Concept, Self Efficacy, Anxiety
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Kim, Yanghee; Lim, Jae Hoon – Journal of Educational Psychology, 2013
This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed methods research design. First, a classroom-based experiment was conducted with one hundred twenty 9th graders learning introductory algebra (53% male and 47%…
Descriptors: Females, Algebra, Mathematics Instruction, White Students
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Pietsch, James; Walker, Richard; Chapman, Elaine – Journal of Educational Psychology, 2003
Examines the relationship among self-concept, self-efficacy, and performance in mathematics among 416 high school students. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single…
Descriptors: Affective Behavior, Competence, Foreign Countries, High School Students
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Klassen, Robert M. – Journal of Educational Psychology, 2004
The author explored the mathematics efficacy beliefs of 270 South Asian (Indo Canadian) immigrant and Anglo Canadian nonimmigrant Grade 7 students. Self-efficacy beliefs strongly predicted mathematics performance for both cultural groups, but there were differences between the 2 groups in the sources of self-efficacy, the predictiveness of the…
Descriptors: Cultural Differences, Student Motivation, Immigrants, Self Efficacy
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Friedel, Jeanne M.; Cortina, Kai S.; Turner, Julianne C.; Midgley, Carol – Journal of Educational Psychology, 2010
This study examined the effects of change in teacher goal emphases on students' efficacy beliefs in mathematics across the transition to middle school. The sample (N = 929) included primarily White (65%) and Black (27%) students, and approximately one third received free or reduced-fee lunch. Analyses grouped children by cross-classification of…
Descriptors: Middle Schools, Middle School Teachers, Teacher Effectiveness, Student Attitudes
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Pajares, Frank; Miller, M. David – Journal of Educational Psychology, 1994
Path analysis was used to test the predictive and mediational roles of self-efficacy beliefs in mathematics problem solving for 350 undergraduates. The predictive role of self-efficacy supports the hypothesized role of self-efficacy in the social cognitive theory of A. Bandura (1986). (SLD)
Descriptors: Beliefs, Higher Education, Mathematics, Path Analysis
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Bong, Mimi – Journal of Educational Psychology, 2009
Validity of the 2 x 2 achievement goal framework for school-aged children and adolescents was examined, using self-report responses from 1,196 Korean elementary and middle school students. Confirmatory factor analysis models hypothesizing 4 distinct achievement goal factors demonstrated the best fit in all age groups. Nevertheless, achievement…
Descriptors: Self Efficacy, Student Motivation, Factor Analysis, Correlation
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Schunk, Dale H.; Hanson, Antoinette R. – Journal of Educational Psychology, 1985
The influence on children's self-efficacy and achievement through observation of peer models learning cognitive skills was investigated. The effects of modeled mastery and coping behaviors were explored. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement. (Author/DWH)
Descriptors: Elementary Education, Learning Strategies, Mathematics Achievement, Peer Influence
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