Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students.

By Nan Zhang Hampton, E. Mason. 2003

285 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3d616f34d029a566d7471262a261e108a1711bec

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs (2010, unknown): “In parallel with this suggestion, most researchers (Hampton & Mason 2003; Multon Brown, & Lent, 1991; Pajares & Miller 1994; Shell, Murphy, & Bruning, 1995) have confirmed the relationship between self-efficacy and student achievement.”
Sources of self-efficacy in mathematics: A validation study (2009, methodology): “Hampton (1998) developed the Sources of Academic Self-Efficacy scale, which was validated and subsequently used with high school and college students with learning disabilities (Hampton & Mason, 2003).”
Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation (2009, background): “…has addressed the hypothesized sources of self-efficacy has been quantitative in nature and has targeted the selfefficacy beliefs of high school and college-aged students in predominantly White settings (e.g., Hampton & Mason, 2003; Lent, Lopez, & Bieschke, 1991; Lent, Lopez, Brown, & Gore, 1996).”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “These recent studies show that selfefficacy is positively related to high school students’ motivation, engagement, and academic performance (Alivernini & Lucidi, 2011; Greene, Miller, Crowson, Duke, & Akey 2004; Hampton & Mason, 2003).”
Development and Validation of Chemistry Self-Efficacy Scale for College Students (2009, background): “Indeed, researchers have confirmed the relationship between self-efficacy and student achievement ( Hampton and Mason 2003; Multon et al. 1991; Pajares and Miller 1994; Shell et al. 1995).”
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008, methodology): “…disability or who are enrolled in below-level classrooms report weaker mastery experience, vicarious experience, and social persuasions, as well as higher anxiety, than do students enrolled in regular education or above-level classes (Hampton, 1998; Hampton & Mason, 2003; Usher & Pajares, 2006b).”
Social influences, school motivation and gender differences: an application of the expectancy‐value theory (2011, background): “Hampton and Mason ( 2003 ) studied high school adolescents from 9th to 12th grade and found gender did not have any influence on an overall self‐efficacy factor.”
Comparisons of Self–Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non–LD–Matched Peers (2006, background): “Hampton and Mason (2003) found that students with LD as a group had lower self-efﬁcacy than a Non-LD group, and posited that this lower self-efﬁcacy was due to less access to sources of efﬁcacy information, including fewer successful experiences, less access to successful peer models with LD, and…”
Sources of academic and self-regulatory efficacy beliefs of entering middle school students (2006, background): “Learning disabled students report weaker mastery experience, vicarious experience, and social persuasions, as well as higher anxiety, than do regular education students (Hampton, 1998; Hampton & Mason, 2003).”
Sources of self-efficacy: An investigation of elementary school students in France. (2011, background): “For example, Hampton and Mason (2003) reported that the four sources of self-efficacy, when measured as a combined latent variable, predicted the self-regulatory efficacy beliefs of American high school students.”
The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006, background): “Several studies investigating general academic self-efficacy in students with LD have shown this to be the case (e.g., Hampton, 1998; Hampton & Mason, 2003).”
Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015, background): “…Baker 2015; Brown et al. 1989; Carroll et al. 2009; Chemers et al. 2001; Clay-Spotser 2015; Feldman and Kubota 2015; Galla et al. 2014; Gore 2006; Hampton and Mason 2003; Lent et al. 1986; McIlroy et al. 2015; Mone et al. 1995; Motlagh et al. 2011; Pajares and Johnson 1996; Wang and Neither…”