Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning beyond Intelligence, Personality Traits, and Self-Esteem.
By Antonio Zuffianò, G. Alessandri, Maria Gerbino, B. P. L. Kanacri, L. Giunta, M. Milioni, G. Caprara. 2013
274 citations recorded by the source corpus.
Abstract The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87 females) eighth grade students ( M age = 13.47) in a junior high school located in a small town near Rome (Italy). All measures were administered at the beginning of eighth grade. Hierarchical regression analysis supported the unique contribution of SESRL on academic achievement at the end of the school year. Theoretical and practical implications are discussed.
Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/85cef0687c9d86ce378d31a86d468167129169ec
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In Developmental and Educational Psychology
In Education
In Sociology and Political Science
Citations in the corpus
- The Role of High Parental Expectations in Adolescents’ Academic Performance and Depression in Hong Kong (2018, result): “In addition, some previous studies have also shown that self-efficacy is positively associated with adolescents’ academic performance (e.g., Bong, 2001; Zuffianò et al., 2013).”
- A comparison of high and low achieving students on self-regulated learning variables (2016, background): “…monitoring (Bol & Hacker, 2001; Zimmerman & Moylan, 2009), report higher levels of metacognitive awareness (Sperling, Richmond, Ramsay, & Klapp, 2012), feel more efficacious (Komarraju & Nadler, 2013; Zuffiano et al., 2013), and be more sophisticated in their strategy use (Proctor et al., 2006).”