STUDENTS’ SELF-EFFICACY IN THEIR SELF-REGULATED LEARNING STRATEGIES: A DEVELOPMENTAL PERSPECTIVE

By Frank Pajares, Gio Valiante. 2002

115 citations recorded by the source corpus.

The purpose of this study was to provide a developmental perspective on students’ self-efficacy in their self-regulatory learning strategies using data obtained from cohort groups of students ranging from age 9 to 17 (N=1257), to determine whether this confidence differs as a function of gender, and to discover whether these differences are a function of gender orientation beliefs rather than of gender. Confidence in self-regulation decreased as students progressed from elementary school to high school, and the decrease was steeper than a similar decrease in self-perceptions of academic competence. Gender differences favored girls, but these differences were rendered nonsignificant when gender orientation beliefs were controlled. Instead, a feminine orientation was particularly adaptive. Findings support the contentions of researchers who have argued that gender differences in academic motivation may be a function of the stereotypical beliefs that students hold about gender.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/83822ad50bc01c7c60b2da757f2b848170eabb34

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

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Citations in the corpus

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates (2008, background): “Students who judge their capability to accomplish tasks to be low will demonstrate lower levels of autonomy than those students who believe they have a high capability to carry out the same tasks (Pajares and Valiante, 2002; Seifert, 2004; Zimmerman, 2000).”
Self-Efficacy for Self-Regulated Learning (2008, methodology): “Across studies, scores on these items have proven internally consistent, with alpha coefficients ranging from .78 to .84 (Britner & Pajares, 2006; Pajares & Graham, 1999; Pajares & Valiante, 2002; Usher & Pajares, 2006).”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “…by vicarious experiences, verbal persuasion, and physiological wachieving students on self-regulated learning variables, Learning and 0 3D. DiFrancesca et al. / Learning and Individual Differences xxx (2015) xxx–xxx reactions (Bandura, 1986; Bong & Skaalvik, 2003; Pajares & Valiante, 2002).”
Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model (2013, background): “Concerning grade level, the data provided by numerous studies indicate that the motivational conditions necessary to attain comprehensive and meaningful learning decrease as students’ progress from primary education until the end of high school (Cleary and Chen 2009; Fredricks and Eccles 2002; Jacob”
Handbook of Self-Regulation of Learning and Performance (2011, background): “In a related fi nding, Pajares and Valiante (2002) found that elementary school students had more confi dence in their ability to self-regulate learning strategies than did secondary school students.”
The relationship between the big-five model of personality and self-regulated learning strategies. (2007, background): “An underlying assumption of Bandura's theory is that people are proactive, self-regulating agents, rather than passively shaped by their surroundings (Pajares & Valiante, 2002).”