Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study

By Fabio Alivernini, Fabio Lucidi. 2011

362 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4e51741500d528a7d2aa382f23afb9c93823f88d

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation (2016, background): “In response to Canadian legislation that permits dropping out of school at the age of 16, some studies have focused on predicting such behavior starting when students are in grade nine (Alivernini & Lucidi, 2011; French & Conrad, 2001; Vallerand, Fortier, & Guay, 1997).”
Motivation and coping with the stress of assessment: Gender differences in outcomes for university students (2017, background): “In addition, higher levels of autonomous motivation and higher GPA at the end of a semester have been linked with higher intentions to persist in school (Alivernini & Lucidi, 2011).”
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).”
Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout. (2020, background): “…informative than a multi-item scale, prior research found very strong correlations (up to r .97) between diverse items assessing dropout intentions (Alivernini & Lucidi, 2011; Hardre & Reeve, 2003) and, consequently, a single item can be used effectively in the study of dropout intentions (see…”
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “These perceptions of academic self-efficacy are important because they have significantly predicted academic achievement (Alivernini & Lucidi, 2011; Robbins et al., 2004).”
Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout (2015, methodology): “Alivernini and Lucidi (2011) conducted a longitudinal study to predict Italian secondary school students’ intention to drop out at two later time points (after one academic term and after one full year).”
The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students (2016, background): “…meaning and relevance in learning situations (Jang, 2008; Utvær, 2014; Vansteenkiste, Lens & Deci, 2006), an intention to complete a course of study (Alivernini & Lucidi, 2011; Hardre & Reeve, 2003; Otis, Grouzet & Pelletier, 2005), and persistence among high school and junior college students…”
Motivational Profiles of Adult Learners (2017, background): “…variables like engagement, deep-learning strategies, and higher grades (for a review, see Reeve et al., 2004), as well as relating it to other motivational and self variables like perceived self-efficacy (Alivernini & Lucidi, 2011) and academic self-concept (Ahmed & Bruinsma, 2006; Coetzee, 2011).”
The Online Learning Self-Efficacy Scale: Its Adaptation into Turkish and Interpretation According to Various Variables (2020, background): “Alivernini and Lucidi (2011) state that selfefficacy is a good predictor of academic success and that it also assists students in adapting well to new learning environments.”
The Mediating Role of Experiences of Need Satisfaction in Associations Between Parental Psychological Control and Internalizing Problems: A Study Among Italian College Students (2015, methodology): “The reliability and validity of the Perceptions of Parent Scale (POPS) are well-documented and this scale has been used successfully in countries differing strongly in terms of cultural climate (e.g., Alivernini and Lucidi 2011; Vansteenkiste et al. 2005).”
Relationships between Metacognition, Self-efficacy and Self-regulation in Learning (2013, background): “…researches that have investigated the influence of the personality and the characteristics of sociality on the academic success (Caprara, Vecchione, Alessandri, Gerbino, & Barbaranelli, 2011) and the relationships between social context, self-efficacy an demotivation (Alivernini & Lucidi, 2011).”
Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation? (2019, background): “We also expect perceived autonomy support to relate positively to learning outcomes in terms of both self-efficacy (hypothesis 2b) (Alivernini & Lucidi, 2011; Wang et al., 2016) and self-regulation (hypothesis 2c) (Sierens et al., 2009; Stefanou et al., 2013; Wang et al., 2016).”