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Informational sources, self-efficacy and achievement: a temporally displaced approach

机译:信息来源,自我效能感和成就:一种暂时替代的方法

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Personal self-efficacy is an important theoretical orientation that helps to explain students’ learning and academic achievements. One area of research inquiry has involved the four major sources of information and their predictive effects on self-efficacy. As an extension for examination, the purpose of our investigation was to explore the interrelations between antecedents (e.g. enactive performance accomplishment), self-efficacy beliefs and academic achievement of elementary school students. Our research conceptualisation, unlike previous cross-sectional studies, entails a time displacement between sources of information (Time 1) and self-efficacy (Time 2 and Time 3) and between self-efficacy and academic achievement in science learning (Time 4). Three hundred and thirty-two (152 girls and 180 boys) third and fourth grade students from three government schools participated in this study. Likert-scale inventories were used to measure informational sources and self-efficacy beliefs. Structural equation modelling yielded evidence that supports, in part, our conceptual model. Only enactive performance accomplishment and vicarious experience exerted positive temporally displaced effects on self-efficacy. Self-efficacy at both Time 2 and Time 3 also contributed to the prediction of academic achievement.View full textDownload full textKeywordspersonal self-efficacy, informational sources, elementary schooling, longitudinal examination, academic achievementRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01443410.2012.708320
机译:个人自我效能感是一个重要的理论取向,有助于解释学生的学习和学术成就。研究探究的一个领域涉及信息的四个主要来源及其对自我效能的预测作用。作为考试的延伸,我们的研究目的是探索小学生的前因(例如积极表现成绩),自我效能感信念和学业成绩之间的相互关系。与以前的横断面研究不同,我们的研究概念化要求信息源(时间1)和自我效能感(时间2和时间3)之间以及科学学习的自我效能感和学术成就(时间4)之间存在时间偏移。来自三所官立学校的三百三十二名学生(152名女孩和180名男孩)参加了这项研究。利克特量表被用来衡量信息来源和自我效能感信念。结构方程建模产生的证据部分支持我们的概念模型。只有积极的表现成就和替代经验会对自我效能感产生积极的暂时性位移影响。时间2和时间3的自我效能感也有助于学习成绩的预测。查看全文下载全文关键词个人自我效能感,信息资源,小学教育,纵向考试,学习成绩相关var addthis_config = {ui_cobrand:“ Taylor&Francis Online ”,services_compact:“ citeulike,网络振动,微博,technorati,美味,linkedin,facebook,stumbleupon,digg,google,更多”,发布号:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/01443410.2012.708320

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