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Direct linkUsher, Ellen L.; Pajares, Frank – Journal of Invitational Theory and Practice, 2006
The purpose of this study was to examine whether constructs drawn from invitational theory serve as additional sources of self-efficacy beliefs of students in Grade 6 (N = 468). The hypothesized sources and the invitational constructs each correlated with academic self-efficacy. Invitations, mastery experience, and physiological state predicted…
Descriptors: Grade 6, Epistemology, White Students, African American Students
Peer reviewedValiante, Gio; Pajares, Frank – Journal of Invitational Theory and Practice, 2002
Seeks to provide a developmental perspective on students' invitations of self and of others using data obtained from cohort groups of students, and to determine whether invitations differ as a function of gender. Inviting one's self decreased as students progressed from grade 6 to 8, with nonsignificant gender based results. (Contains 25…
Descriptors: Junior High Schools, Peer Relationship, Self Concept, Sex Differences
Peer reviewedPajares, Frank – Journal of Invitational Theory and Practice, 1994
Researchers agree that academic self-efficacy beliefs are strongly predictive of academic performance. This study investigates four students' perceptions of the evolution of their efficacy beliefs about writing and of the relationship between these beliefs and their writing competence. (JPS)
Descriptors: Confidence Testing, Expectation, Higher Education, Qualitative Research
Peer reviewedPajares, Frank; Zeldin, Amy Lapin – Journal of Invitational Theory and Practice, 1999
Examines personal stories of women to assess whether verbal persuasions and invitations influenced their academic paths. Three themes emerged: (a) invitations and verbal persuasions were instrumental sources for the development of confidence; (b) self-efficacy beliefs fostered resilience to academic and social obstacles; (c) invitations reemerged…
Descriptors: Academic Achievement, Career Choice, Females, Science Careers
