The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

By A. D. Liem, S. Lau, Y. Nie. 2008

846 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2649f3671ad7a0dfe7131248c3d2902039025aa8

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Measuring Undergraduate Students' Engineering Self‐Efficacy: A Validation Study (2016, result): “This lack may seem surprising given the common finding that secondary school students with higher self-efficacy are less likely to engage in their work to avoid looking incompetent (e.g., Liem et al., 2008).”
Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis (2010, background): “In addition, although contrary results were found in the literature regarding the relationship of performance-approach goals to learning strategies and self-regulatory strategies (Liem et al., 2008; Wolters et al., 1996), we hypothesized that these goals predict the use of metacognitive self-regulat”
Authentic Problem Solving and Learning in the 21st Century (2015, background): “Broadly, there are four forms of achievement goals: mastery, performance, mastery avoidance and performance avoidance, with the first two being recognised as more adaptive in nature and generally conducive to learning, whereas the latter two are associated with maladaptive and unconstructive learnin”
The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective. (2010, methodology): “…is consistent with a review by Lepper et al. (2000, p. 273) concluding that intrinsic and extrinsic motivation constructs ‘‘ought frequently to coexist” in the real world settings, as well as with prior research with Asian students (see e.g., Ho et al., 2007; Liem et al., 2008; Salili & Lai, 2003).”
Students’ academic performance and various cognitive processes of learning: an integrative framework and empirical analysis (2010, background): “This inconclusiveness also extends to the study of surfaceprocessing strategies and academic performance, where some researchers have found a negative relation between the two constructs (Liem et al., 2008; Simons et al., 2004) and others have reported no association (Dupeyrat & Mariné, 2005; Fenoll”
Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences (2015, background): “Achievement goals have been consistently studied and incorporated in various models (Friedel et al., 2007; Kaplan & Maehr, 1999; Liem et al., 2008).”
Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing (2010, result): “Class 1 characteristics of high MAP and high effort also align with findings that students with high mastery goal orientation were less likely to disengage from a task (Liem et al., 2008).”
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, result): “On the one hand, this is in line with findings from other studies, which highlighted the importance of these components for SRL (Greene et al., 2004; Liem et al., 2008; Robbins et al., 2004) and showed that self-regulated learners who are characterized by high levels self-concept and self-efficacy e”