Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement.

By G. Caprara, Roberta Fida, Michele Vecchione, G. Bove, Giovanni Vecchio, Claudio Barbaranelli, A. Bandura. 2008

653 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/729caa15a342544d26c68dab6aa09a21d8c6c583

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, result): “Additionally, in their recent study Wäschle et al. (2014) corroborated findings of earlier research conducted by Caprara et al. (2008).”
Interrelations between self‐efficacy and learning approaches: a developmental approach (2011, background): “In particular, a number of researchers have used latent growth curve modelling (LGM) (Bollen & Curran, 2006 ; Duncan, Duncan, Stycker, Fuzhong, & Alpert, 1999 ; McArdle & Nesselroade, 2003 ) to explore the trajectories of individuals’ cognitive processes and self‐beliefs over time (Caprara et al,”
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, result): “Caprara et al. (2008) showed that self-reported grades are consistent with recorded school grades.”
Sources of self-efficacy: An investigation of elementary school students in France. (2011, background): “Self-regulatory efficacy beliefs have been shown to be related to students’ academic motivation (e.g., self-concept, achievement goal orientation, anxiety), achievement, and risk of dropout (Caprara et al., 2008; Usher & Pajares, 2008a; Zimmerman, 2002).”
On the Functional Properties of Perceived Self-Efficacy Revisited (2012, background): “The influence of self-efficacy to regulate one’s learning activities over a long period is verified in longitudinal research spanning the transition from middle school to high school (Caprara et al., 2008).”
Social influences, school motivation and gender differences: an application of the expectancy‐value theory (2011, result): “Similar findings were confirmed by another international study on Italian students from 12‐ to 18‐year old (Caprara et al, 2008 ).”
Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study (2011, background): “, 2000; Christenson & Thurlow, 2004; Lehr, Sinclair, & Christenson, 2004), academic self-efficacy (Alexander, Entwisle, & Horsey, 1997; Caprara et al., 2008; Lehr et al., 2004), student motivation (Bean, 1985; Rumberger 1995, 2004), and problem behaviors (e.”
Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement (2013, background): “In the long run, children and adolescents with lower selfperceived competence and achievement are more likely to drop out of school (Alexander, Entwisle, & Kabbani, 2001; Caprara et al., 2008; Guay, Larose, & Boivin, 2004; Vallerand, Fortier, & Guay, 1997).”
The roles of autonomy support and harmonious and obsessive passions in educational persistence (2013, methodology): “Causal models of persistence in education using theWLS family of estimators have previously been successfully implemented (Cabrera, Nora, & Castaneda, 1993; Caprara et al., 2008).”