Self and Self-Belief in Psychology and Education: A Historical Perspective

By Frank Pajares, D. Schunk. 2002

306 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b763ce2ad258f22e4ab8ab5a2d0759e8b3aa1c1f

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Development of Stereotypes About the Rich and Poor: Age, Race, and Family Income Differences in Beliefs (2005, background): “Children’s developing self-concept is primarily the product of interactions with others and of appraisals of themselves in comparison to others (Pajares and Schunk, 2002).”
The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course (2006, background): “Considering these factors, Pajares and Schunk (2002) made a sound assumption that selfconfidence plays a significant role in student achievement.”
Comparison of Self-Beliefs for Predicting Student Motivation and Achievement (2012, background): “Pajares and Schunk (2002) suggested that the two self-beliefs develop through the processes of asking different questions.”
Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. (2006, background): “This is why, over the last 30 years, psychological and educational researchers have tried to identify factors that could influence students’ perceived competence (Pajares & Schunk, 2002).”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “They manage and plan their time more effectively, are better at monitoring, evaluating, and regulating their own effort, and are more able to use their knowledge and skills (Fenollar, Roman and Cuestas, 2007; Miller et al., 1996; Pajares and Schunk, 2002; Salomon, 1984; Zimmerman, 1995).”
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents (2007, background): “Similarly, the facilitating effects of academic self-efficacy and motivation on academic achievement are well established (e.g., Aronson, 2002a; Deci & Ryan, 2002; Pajares & Schunk, 2002; Sansone & Harackiewicz, 2000; Wigfield & Eccles, 2002).”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “(Bandura, 1997, Mills, 2004, Pajares and Schunk, 2002).”
The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review (2004, background): “…(Pajares, 1996; B. J. Zimmerman, 1995), (b) being concerned with judgments of personal capability rather than to the judgments of worth associated with self-esteem (Bandura, 1997), and (c) more directly associated with goals than either self-concept or self-esteem (Pajares & Schunk, 2002).”
Handbook of motivation at school (2009, background): “Self-concept is multidimensional and hierarchically organized, with a general self-concept on top and subarea self-concepts below (Brunner et al., 2010; Pajares & Schunk, 2001, 2002).”
Self-Efficacy Theory in Education (2016, background): “Self-concept is multidimensional and hierarchically organized, with a general self-concept on top and subarea self-concepts below (Brunner et al., 2010; Pajares & Schunk, 2001, 2002).”