Relations Among the Structure of Learning Tasks, Achievement, and Changes in Self-Efficacy in Secondary Students.

By K. Lodewyk, Philip H. Winne. 2005

139 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/101b47b20c6b322d92532bd767b982f567f7efee

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “…is significantly linked to each aspect of student engagement, given that the self-efficacy of students influences their motivation level, persistence in the face of difficulty, (Bandura 1994), choices of tasks (Lodewyk and Winne 2005), and the effort they expend on the tasks (Pajares 1996).”
The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs (2010, background): “Among high school students, science self-efficacy is a better predictor of achievement and engagement with science-related activities than gender, ethnicity, and parental background (Kupermintz, 2002; Lau & Roeser, 2002; Lodewyk & Winne, 2005).”
Sources of Self-Efficacy Influencing Academic Performance of Engineering Students (2013, background): “So far, most of the studies examined only the relationship between self-efficacy sources and selfefficacy [5,10,13,17,21,32,33] or self-efficacy and academic achievements [1,3,14,15,16,19,20,22,24,28,35].”
Implications of task structure on self‐regulated learning and achievement (2009, background): “…1984; Spiro et al., 1988) and that an IST tends to be more cognitively demanding to most students than a WST (Butler & Winne, 1995; Doyle, 1983; Lodewyk & Winne, 2005; Spiro et al., 1988), we posit four hypotheses: Most students – particularly lower academic achievers – will: (1) perform…”
Metacognitive calibration—an extended conceptualization and potential applications (2009, background): “For example, if learners wanted to actively calibrate their learning process successfully to the external criterion task complexity, all affordances of successful self-regulated learning could be investigated (Butler and Winne 1995; Lodewyk and Winne 2005; Winne 2005, 2006; Winne and Jamieson-Noel”