Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?

By Meera Komarraju, Dustin R. Nadler. 2013

809 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/640f849c677d13dabe502f8d397aa17776795b21

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Relationship Between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis (2015, background): “Similarly, Komarraju and Nadler (2013) found comparable results in a study that examined the relationship between self-efficacy beliefs and college GPA.”
Achievement goals, emotions, learning, and performance : A process model (2015, neutral): “…with studies showing weak or nonsignificant relations with performance (e.g., Bers, McGowan, & Rubin, 1996; Facione & Facione, 1997; Giancarlo & Facione, 2001; Komarraju & Nadler, 2013; Stupnisky, Renaud, Daniels, Haynes, & Perry, 2008; for meta-analytic findings, see Richardson et al., 2012).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, positive): “…schemes about intelligence have numerous implications for aspects of higher education students’ functioning, including effort-expenditure (Sriram 2014), perceptions of self-efficacy (Komarraju and Nadler 2013), coping with failure (Kennett and Keefer 2006), and well-being (Robins and Pals 2002).”
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies (2015, background): “The study also found that perceived responsibility is highly correlated with self-efficacy beliefs and is also mediating the path between homework quality and academic GPA.”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, methodology): “…integration into academic peer groups in contrast to the psychological significance of self-efficacy beliefs and growth mindsets that is well substantiated empirically for individual outcomes (e.g., Brouwer et al., 2016; Burnette et al., 2013; Komarraju & Nadler, 2013; Richardson et al., 2012).”
Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “For example, Komarraju and Nadler (2013) found that the relationship between college students’ academic self-efficacy and GPA depended in part on effort regulation.”
Motivation, Learning Strategies, and Performance in Physical Education at Secondary School (2016, background): “Together with help-seeking and self-efficacy, effort regulation predicted 18% of the variance in grades for undergraduates (Komarraju & Nadler, 2013).”
The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “…with academic procrastination has been barely investigated yet, its connections with selfefficacy, motivational, and metacognitive constructs (Komarraju & Nadler, 2013; Strunk & Steele, 2011; Sungur, 2007) give strong indications for the claim that effort regulation is inversely related to…”
Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement (2015, background): “Consistent with findings from prior studies that have examined effort regulation and GPA or academic achievement (Komarraju & Nadler, 2013; Richardson et al., 2012; Schwinger, Steinmayr, & Spinath, 2009), we observed that effort regulation is a strong predictor of final course grades in mathematics.”
Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout. (2020, background): “…that the power of efficacy beliefs is limited in preventing dropout behavior, although efficacy beliefs do seem to increase student achievement, motivation, and persistence (Burger & Walk, 2016; Caprara et al., 2011; Diseth, 2011; Komarraju & Nadler, 2013), and they decrease dropout intentions.”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “…monitoring (Bol & Hacker, 2001; Zimmerman & Moylan, 2009), report higher levels of metacognitive awareness (Sperling, Richmond, Ramsay, & Klapp, 2012), feel more efficacious (Komarraju & Nadler, 2013; Zuffiano et al., 2013), and be more sophisticated in their strategy use (Proctor et al., 2006).”