Sources of academic and self-regulatory efficacy beliefs of entering middle school students

By E. Usher, Frank Pajares. 2006

603 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/055bf3a87c91b3ae8e5e29f2eba69ea1d5d87820

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs (2011, background): “For example, girls and African Americans learn from mastery and social experiences and boys learn from mastery and vicarious experiences (Usher & Pajares, 2006).”
Evaluation of the Self-Efficacy Questionnaire for Children in Two Samples of American Adolescents (2007, result): “…in perceptions of academic abilities are contradictory, with some studies suggesting girls have higher academic self-efficacy (Bacchini & Magliulo, 2003; Saunders, Davis, Williams, & Williams, 2004) and one failing to detect a significant difference between gender groups (Usher & Pajares, 2006).”
Feedback Strategies for Interactive Learning Tasks (2007, background): “As such, mastery experiences are considered the most important source for developing a positive self-efficacy—in other words, positive perceptions of competence (Bandura, 1997; Usher and Pajares, 2006).”
Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success. (2015, background): “…the teaching profession (Duban & Gökçakan, 2012; Özdemir, 2008), educational leadership (Çalık, Sezgin, Kavgacı, & Kılınç, 2012; Kurt, 2009), student success (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Usher & Pajares, 2006) and job-related stress and burnout (Schwarzer & Hallum, 2008).”
Sources of Self-Efficacy Influencing Academic Performance of Engineering Students (2013, background): “Vicarious experience refers to the observation of actions of someone‟s attainment in a related task [33].”
Self-Efficacy for Self-Regulated Learning (2008, background): “Across studies, scores on these items have proven internally consistent, with alpha coefficients ranging from .78 to .84 (Britner & Pajares, 2006; Pajares & Graham, 1999; Pajares & Valiante, 2002; Usher & Pajares, 2006).”
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students. (2007, methodology): “And, although some researchers have found that social persuasions predict the efficacy beliefs of middle school students (Klassen, 2004; Usher & Pajares, 2006), no other researchers have found social persuasions to predict self-efficacy.”
The study, evaluation, and improvement of university student self-efficacy (2016, background): “(2001), Usher and Pajares (2008), van Dinther, Dochy, and Segers (2011), and Zimmerman (2000b), for general principles as well as specific strategies for improving student self-efficacy.”
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008, methodology): “Hence, findings obtained with measures in which only peer or adult modeling experiences are assessed (e.g., Hampton, 1998; Matsui et al., 1990; Usher & Pajares, 2006b) may provide incomplete insights about the nature of this source, and findings obtained with measures that combine vicarious…”
Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation (2009, background): “…have found that social persuasions accounted for 4 times more variance than did mastery experience in middle school girls’ academic self-efficacy, suggesting that girls rely more on information gained from their relationships with others than on their own accomplishments (Usher & Pajares, 2006).”
The Psychology of Encouragement (2015, background): “…review of the empirical literature, teachers’ use of encouragement may be particularly important for nurturing the academic strengths of girls and racial minority children who may strongly value the confidence expressed by significant others (Usher & Pajares, 2006; Zeldin & Pajares, 2000).”
Student and Teacher Self-Efficacy and the Connection to Reading and Writing. (2011, background): “In summary, the influence self-efficacy has on student academic performance (e.g., Lorsbach & Jinks, 1999; Schunk, 2003; Usher & Pajares, 2006) and its influence on teacher performance (e.g., Goddard, Hoy, & Hoy, 2000; Timperley & Phillips, 2003; Tschannen-Moran & Hoy, 2001) has been well…”
Sources of self-efficacy: An investigation of elementary school students in France. (2011, methodology): “However, Usher and Pajares (2006) found sex differences in how the sources were related to the domain-general academic selfefficacy beliefs of sixth-grade students.”
Profiles of the Sources of Science Self-Efficacy. (2013, background): “Three of the six items assessing vicarious experiences in the original scale thatwas validated byUsher and Pajareswere replaced with three vicarious experience items from the Usher and Pajares (2006) scale.”