Self-Efficacy as an Engaged Learner

By D. Schunk, C. Mullen. 2012

323 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/6dc4becc1c61e7cbd9a204b77a534bb41aceee3c

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In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Studying Triggers for Interest and Engagement Using Observational Methods (2015, unknown): “…2012; Raftery, Grolnick, & Flamm, 2012), and their influence on achievement motivation (e.g., Anderman & Patrick, 2012), identity (e.g., Crick, 2012), mind-set (e.g., Brooks, Brooks, & Goldstein, 2012), motivation (e.g. Schunk & Mullen, 2012), and/or triggers for interest (e.g., Ainley, 2012).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “Learner engagement, defined as the involvement of the student’s cognitive and emotional energy to accomplish a learning task (Astin, 1984; Schunk & Mullen, 2012), has been found to correlate with important educational outcomes, including academic achievement, persistence, satisfaction, and sense of…”
Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement (2016, background): “efficacy (Fredericks et al. 2004; Schunk and Mullen 2012; Skinner et al. 2009), as well as their conviction about ability and effort (Swinton 2010; Yeung 2011).”
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics (2017, unknown): “Schunk and Mullen (2012) describe motivation as the process of energising, directing and sustaining activity whereas engagement is the outward and observable outcome of this energy.”
Enhancing Students’ Engagement (2014, background): “Students who report higher self-efficacy are more likely to set learning goals, use effective learning strategies, monitor comprehension, and evaluate goal progress, leading to greater engagement (Schunk & Mullen, 2012; Schunk & Pajares, 2005).”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “…have shown that students with high self-efficacy are likely to actively engage in a task, use effective learning strategies, and exert effort to accomplish tasks, even if it is very hard, while on the other hand, students with low self-efficacy tend to avoid such tasks (Schunk and Mullen 2012).”
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “We draw on Fredricks, Blumenfeld, and Paris’s (2004; see also Anderman & Patrick, 2012; Bobis et al., 2011; Martin, 2012; Schunk & Mullen, 2012) demarcation of engagement into behavioral, affective, and cognitive dimensions.”
Motivation and engagement: Same or different? Does it matter? (2017, methodology): “According to Bandura (2001; Schunk & Mullen, 2012), students high in self-efficacy function better in the classroom (usually by way of elevated effort and persistence) and more effectively respond to challenge through enabling and agentic cognitive and emotional processes.”
The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “Finally, a higher level of self-efficacy toward a task is also associated with deeper cognitive engagement (Schunk & Mullen, 2012).”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “This illustrates the importance of academic self-efficacy, a student’s perceived confidence in their ability to adequately complete a task (Schunk and Mullen 2012).”
School alienation – Theoretical approaches and educational research (2018, background): “…and explain this phenomenon, including the concepts of disengagement (e.g. Newmann 1991; Martin et al. 2011; Finn and Zimmer 2013; Martin 2013; Schunk and Mullen 2013), amotivation (e.g. Legault, Green-Demers, and Pelletier 2006), disaffection (e.g. Reid 1986; Kinder, Wakefield, and Wilkin…”
Student engagement in the educational interface: understanding the mechanisms of student success (2018, background): “High self-efficacy increases student engagement and success and, in return, engagement and success increase self-efficacy (Schunk & Mullen, 2012).”