THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM

By Elizabeth A. Linnenbrink, P. Pintrich. 2003

945 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/905b3c25e1ab55e403f1b9785fe03b5f7dda8c03

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, background): “Self-efficacy, defined as students’ beliefs about whether they are capable of successfully reaching particular learning goals, has been intricately linked to their goal setting, choice and effort within academic contexts (Linnenbrink and Pintrich 2003; Pajares 1996; Zimmerman 2000).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “For example, competence beliefs can be supported through the provision of opportunities to be successful at challenging tasks and the use of evaluative feedback that emphasizes effort rather than ability (Linnenbrink & Pintrich, 2003; Patrick, Ryan, & Kaplan, 2007).”
Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, background): “Strong self-efficacy can be achieved through sustained support, instilling the belief that ability is amenable to change with strategic efforts, and focus on domain-specific self-efficacy (Linnenbrink & Pintrich, 2003).”
The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model (2008, background): “It has been consistently and repeatedly related to many aspects of achievement and performance (Linnenbrink & Pintrich, 2003; Graham & Wiener, 1996).”
Help seeking, self-efficacy, and writing performance among college students (2011, neutral): “…with high self-efficacy tend to manifest high helpseeking behavior, whereas students with low self-efficacy are, under similar circumstances, more reluctant to seek help (Linnenbrink & Pintrich, 2003; Nelson & Ketelhut, 2008; Paulsen & Feldman, 2005; Pintrich & Zusho, 2007; Tan et al., 2008).”
Self-Efficacy in Second/Foreign Language Learning Contexts. (2012, methodology): “…learners’ interest, persistence, extent of effort students invest in learning, the goals they choose to pursue and their use of self-regulated strategies in performing a task (Carmichael & Taylor, 2005; Lane, Lane, & Kyprianou, 2004; Linnenbrink & Pintrich, 2003; Pajares, 1996, 2003; Schunk, 2003).”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “Positive feedback should only be given when it is deserved (Linnenbrink and Pintrich, 2003).”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “In a review by Linnenbrink and Pintrich (2003), they stated that self-efficacy beliefs facilitated the use of deeper processing strategies, and that students with high self-efficacy put forth greater effort to understanding a problem and thinking deeply about it.”
A STUDY ON THE CORRELATION BETWEEN SELF EFFICACY AND FOREIGN LANGUAGE LEARNING ANXIETY (2008, background): “A second distinguishing feature ( Linnenbrink & Pintrich, 2003 ) is that it is used in reference to some type of goal, which may be determined by the individual, task conditions, or environment.”
Comparisons of Self–Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non–LD–Matched Peers (2006, background): “These four sources of efﬁcacy information continually and reciprocally interact to affect performance judgments that in turn inﬂuence students’ performance and effort (Linnenbrink & Pintrich, 2003).”