Competence perceptions and academic functioning

By D. Schunk, Frank Pajares. 2005

449 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7d65831dbba791420a1b29ebe72f7bd75bed7f4e

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Citations in the corpus

Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “…Meece and Midgley, 1983, Meece, Wigfield and Eccles, 1990) influence task choice, learners’ persistence and engagement (Pajares and Schunk, 2002, Schunk and Pajares, 2005, Zimmerman and Kitsantas, 2007) and the use of self-regulation strategies (Linnenbrink and Pintrich, 2000, Pintrich and…”
Achievement among first-year university students: an integrated and contextualised approach (2013, result): “Consistent with our assumption and previous research, self-efficacy appears to be a key predictor of performance in both compulsory (Schunk and Pajares 2005) and higher education (Elias and MacDonald 2007; Robbins et al.”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “Competence and value beliefs are distinct from each other, and both vary intra-individually for different subjects (Marsh & Craven, 2006; Schunk & Pajares, 2005; Wigfield et al., 1997).”
Exploring Student Persistence in STEM Programs: A Motivational Model (2015, background): “Self-efficacy has been identified as a major influence on student performance and persistence (e.g., Schunk & Pajares, 2005).”
Relationships Among Adolescents' Perceptions of Friends' Behaviors, Academic Self-Concept, and Math Performance (2012, background): “Academic self-concept is a collection of domain-specific selfperceptions and cognitive judgments of academic ability (Marsh, 1984; Marsh & Shavelson, 1985; Schunk & Pajares, 2007).”
Profiles of the Sources of Science Self-Efficacy. (2013, background): “A wealth of research has shown that perceived academic efficacy plays an influential role in students' school success and in the academic choices they make (Schunk & Pajares, 2005).”
Enhancing Students’ Engagement (2014, background): “Self-efficacy is one theory of competence motivation and ‘‘is representative of the larger research literature on perceived competence constructs’’ (Schunk & Pajares, 2005, p. 85).”
Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014, background): “Students engaged in their studies, for example, receive higher grades and perform well on standardized tests (Ladd & Dinella, 2009; Schunk & Pajares, 2005).”