Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement

By Å. Diseth. 2011

458 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9035d9935292f71185a8ffbaaf8f1418699ed5bf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Einar M. Skaalvik
2. Yves Karlen
3. Huy P Phan
4. Chuang Wang
5. J. Léon
6. J. Núñez
7. Jeffrey Liew
8. A. Danielsen

In Experimental and Cognitive Psychology

1. Einar M. Skaalvik
2. Huy P Phan
3. Yves Karlen
4. Å. Diseth
5. M. Bong
6. O. Samdal
7. Chuang Wang
8. H. Ahn

In Social Psychology

1. Einar M. Skaalvik
2. Huy P Phan
3. Yves Karlen
4. Å. Diseth
5. O. Samdal
6. M. Bong
7. Chuang Wang
8. H. Ahn

Citations in the corpus

• Relationships between Metacognition, Self-efficacy and Self-regulation in Learning (2013, background): “…strategies (Aydin, Uzuntiryaki, & Demirdogen, 2011), the challenge concerning the completion of the task (Coutinho, 2008), as well as the interest (Tella, Tella, & Adeniyi, ECPS Journal – 7/2013 http://www.ledonline.it/ECPS-Journal/ 2009) and the identification of learning objectives (Age, 2011).”
• English language learners' self-efficacy profiles and relationship with self-regulated learning strategies (2015, background): “Both self-efficacy and learning strategies served asmediators between high school grade point average and final examination grades for college students in a Norwegian university (Diseth, 2011).”
• The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “Extensive research has demonstrated its association with academic achievement (Caprara, Vecchione, Alessandri, Gerbino, & Barbaranelli, 2011; Phan, 2012; Pintrich & Zusho, 2007), as well as students' use of learning strategies (Diseth, 2011; Liem, Lau, & Nie, 2008).”
• The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “Diseth (2011) and Hoigaard et al. (2015) pointed out that although the mediating effect of self-efficacy on students’ academic performance has been well established in the literature; more research is still needed to explore these relationships.”
• Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement (2015, result): “Similar to our study, Diseth (2011) also observed a lack of relation between deepprocessing and academic performance in Norwegian students.”
• Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, unknown): “goals have been shown to positively predict deep-processing (Diseth, 2011), interpersonal help-seeking behavior (Karabenick, 2004), a preference for challenging tasks (Ames & Archer, 1988), and task persistence (Sideridis & Kaplan, 2011).”
• Education and Cognitive Functioning Across the Life Span (2020, unknown): “…performance (and therefore also, ultimately, educational attainment) relate to traits such as cognitive abilities (Mackintosh, 2011), self-efficacy (Diseth, 2011), socioemotional skills (Mavroveli & Sanchez-Ruiz, 2011), personality (Briley, Domiteaux, & Tucker-Drob, 2014; Tucker-Drob, Briley,…”
• Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout. (2020, background): “…that the power of efficacy beliefs is limited in preventing dropout behavior, although efficacy beliefs do seem to increase student achievement, motivation, and persistence (Burger & Walk, 2016; Caprara et al., 2011; Diseth, 2011; Komarraju & Nadler, 2013), and they decrease dropout intentions.”
• A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students (2012, background): “Previous research gives reason to expect that self-efficacy will predict performance via performance-approach goal (Diseth, 2011; Elliot & Church, 1997).”
• Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance (2018, background): “Diseth (2011) defined deep strategies as the use of evidence and relating of ideas, whereas surface strategies were defined by reproduction of the learning material by engaging in rote learning.”
• Relations between informational sources, self-efficacy and academic achievement: a developmental approach (2012, background): “The recent work of Diseth (2011) involving Norwegian university students showed, for example, personal self-efficacy, in conjunction with goal orientations and learning strategies, served as an in-between mediator between high school grades and subsequent academic achievement.”
• Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, result): “Previous research findings have shown that self-concept and selfefficacy are meaningful predictors for students’ strategy use, metacognition, and performance (Diseth, 2011; Greene, Miller, Crowson, Duke, & Akey 2004; Liem, Lau, & Nie, 2008; Pintrich & De Groot, 1990; Robbins et al., 2004).”