Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes

By P. Parker, Herbert W. Marsh, Joseph Ciarrochi, S. Marshall, Adel S. Abduljabbar. 2014

305 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8f3e423a62c0ee55f47fb624a1a46186760619e7

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. (2015, background): “By contrast, ASE is assumed to affect motivational constructs such as goal orientations, goal setting, persistence, and task choices during learning processes in addition to educational achievement (e.g., Pajares, 1996; Pajares, Britner, & Valiante, 2000; Parker et al., 2014).”
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “Academic self-efficacy constitutes judgements of one’s abilities to perform academic tasks, without having to compare themselves with others (Bong & Skaalvik, 2003; Kleitman & Gibson, 2011; Parker, Marsh, Ciarrochi, Marshall, & Abduljabbar, 2014).”
Quest for the best non-cognitive predictor of academic achievement (2014, background): “On the other hand, as mentioned above Parker et al. (2014) report relatively low, long-term predictive validity of self-efficacy.”
A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “, 2006) and post secondary (Parker et al., 2013) STEM study, as well as student science performance (Oliver & Simpson, 1988; Yu, 2012).”
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment (2015, background): “For example, Parker et al. (2013) found that academic self-concept had significant effects on entrance into tertiary education at the end of high school, controlling for achievement.”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, result): “In line with a wealth of prior work (Fast et al., 2010; Pajares & Graham, 1999; Parker et al., 2014; Williams & Williams, 2010), math self-efficacy was found to be a significant and positive predictor of math achievement, over and above initial levels of math achievement.”