Enhancing Self-Efficacy and Learning Performance

By J. Jackson. 2002

209 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c439cd8ecd026bae2f497ef6b8612ca1f5077c94

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Research self-efficacy: A meta-analysis (2021, background): “Also worth mentioning is that aside from the more wellknown and often used measures of RSE referred to above, some other measures have been developed and documented for use in specific professional domains: the Research SelfEfficacy scale (RSE; Holden et al., 1999) for use with social workers (but u”
The relationship between self-compassion, self-efficacy, and control belief about learning in Turkish university students (2009, unknown): “Similarly, research has consistently shown that self-efficacy is positively associated with general academic achievement (Caprara, Barbaranelli, Steca, & Malone, 2006; Ferla, Valcke, & Schuyten, 2008; Griffin & Griffin, 1998; Jackson, 2002; Lane & Lane, 2001; Lane, Lane, & Kyprianou, 2004; Pajares, ”
Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive and Affective Learning (2005, background): “It may be argued that this reflects the effect of self-efficacy or self-confidence (Jackson, 2002).”
The effects of technology use in postsecondary education: A meta-analysis of classroom applications (2014, background): “In a study by Jackson (2002), the only difference between the conditions was a single additional e-mail message sent by the teacher to students in one group to boost their self-efficacy.”
Implications from self-efficacy and attribution theories for an understanding of undergraduates' motivation in a foreign language course (2008, background): “For example, self-efficacy has consistently been shown to be positively associated with general academic achievement (e.g., Jackson, 2002; Lane & Lane, 2001; Pajares, 1996b; Pajares & Kranzler, 1995; Pintrich & De Groot, 1990; Schunk, 1981, 1984; Wood & Locke, 1987) and with performance in several…”
Underrepresented First-Generation, Low-Income College Students’ Pursuit of a Graduate Education (2015, background): “belief in his or her ability to successfully execute course-based activities and assignments and is founded in one’s belief about performance ability in an academic environment (Jackson, 2002; Zimmerman, 1995).”