Self-Efficacy and Adolescents' Motivation.

By D. Schunk, Samuel D. Miller. 2002

169 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/23fb75bf38a4b0e9880c53a300674e832c7dd256

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Citations in the corpus

• Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs (2006, background): “To help students develop strong efficacy beliefs, teachers are often encouraged to provide genuine opportunities for students to experience academic success in the classroom (Schunk & Miller, 2002).”
• Self-Efficacy: A Foundational Concept for Positive Clinical Psychology (2016, background): “Adolescents who watch their peers succeed, however, experience a rise in academic self-efficacy (Schunk & Miller, 2002).”
• The Relationship Between Adolescents’ Perceived Parental Involvement, Self-Efficacy Beliefs, and Subjective Well-Being: A Multiple Mediator Model (2015, background): “According to Schunk and Miller (2002), adolescents acquire much of their self-efficacy information from their families and home environment.”
• Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students (2019, background): “Other strategies involve restructuring learning to optimize opportunities for success (e.g. mastery learning; McInerney, 2000), individualizing and differentiating tasks (Schunk & Miller, 2002), and addressing and enhancing students’ (negative) beliefs about themselves (Bandura, 2006).”
• Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “…in order to maximize opportunities for competence—for example, through differentiating and individualizing mathematics tasks (McInerney, 2000; Schunk & Miller, 2002), attending to students’ (negative) beliefs about their mathematics capacities (Wigfield & Tonks, 2002), developing…”
• Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, methodology): “Self-efficacy is hypothesized to support a generative capacity such that individuals high in self-efficacy generate and test alternative courses of action when they do not meet with initial success (Schunk, 1991; Schunk & Miller, 2002).”
• Exploring Engagement in Tasks in the Language Classroom (2016, background): “Indeed, it is described by some as the visible manifestation or “descriptor” of motivation (Ainley, 2012; Cleary & Zimmerman, 2012; Martin, 2012; Reeve, 2012; Schunk & Miller, 2002) and by others as the precursor of motivation (Pekrun & Linnenbrink-Garcia, 2012).”
• Self-efficacy and music performance (2006, methodology): “…physical resources, one educational imperative arising from the results is to find better ways to identify students with low selfefficacy, and then attempt to strengthen these students’ beliefs in the areas in which they find it difficult to cope and manage (Bandura, 1986; Schunk and Miller, 2002).”