Self-Efficacy, Goal Orientation, and Fear of Failure as Predictors of School Engagement in High School Students.

By Kirsten Caraway, C. Tucker, W. Reinke, Charles Hall. 2003

455 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/7b41fd02efd6840b10cb132b54c8ee608efd17e0

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Psychological Capital and Career Outcomes among Final Year University Students: the Mediating Role of Career Engagement and Perceived Employability (2020, background): “Regarding psychological capital, research on its individual facets shows self-efficacy particularly increases students’ engagement in career-related activities (Caraway et al. 2003).”
Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, result): “been shown to decrease over an academic semester, whereas male college students’ mastery goal orientation increases (Cavallo et al., 2004). Studies examining gender differences in students’ intrinsic and extrinsic motivation have reported mixed results. Green and Foster (1986) found women to be more”
Using Metacognitive Strategies and Learning Styles to Create Self-Directed Learners (2008, background): “As defined by Caraway, Tucker, Reinke, and Hall (2003) , it is the individual’s ability to make plans and set goals, and works in combination with self-efficacy, to”
Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions (2014, background): “Given these definitions, the facilitator/indicator distinction made by Caraway et al. (2003) and Skinner et al. (2008) in describing motivational process models may be useful in further distinguishing between reading motivation and reading engagement.”
Enhancing School Engagement in At-Risk, Urban Minority Adolescents Through a School-Based, Adult Mentoring Intervention (2008, background): “…personal or cognitive domain, variables such as academic self-efficacy and perceived competence (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Caraway et al., 2003; Connell et al., 1995; Pajares, 1996; Roeser, Midgley, & Urdan, 1996; Schunk, 1991; Zimmerman, 1989; Zimmerman, Bandura, &…”
Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “To avoid these non-optimal student outcomes, which have been negatively associated with classroom engagement and academic achievement (Barkoukis et al., 2014; Caraway et al., 2003; Crocker et al., 2002; Ntoumanis, 2001; Shim& Ryan, 2005), teachers could be supported in developing the necessary skill”
Identity styles and academic achievement: mediating role of academic self-efficacy (2009, background): “In sum, perceptions of efficacy, influence how people behave, think, feel, and self-motivate ( Carway et al. 2003 ).”
Understanding student behavioral engagement: Importance of student interaction with peers and teachers (2018, background): “Instructional factors associated with behavioral engagement Given the positive effect of behavioral engagement on student achievement (Caraway et al., 2003; Fredricks et al., 2004; Marks, 2000; Shernoff, Csikszentmihalyi, Shneider, & Shernoff, 2003; Wang & Holcombe, 2010), and on decreasing student…”