Predictive Utility of Subject-, Task-, and Problem-Specific Self-Efficacy Judgments for Immediate and Delayed Academic Performances

By M. Bong. 2002

108 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c6abddd6b178e4359f99433b8d9bc7766b5263c7

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Adolescents’ motivation for reading: group differences and relation to standardized achievement (2014, background): “A second limitation to the extant literature is that research has most commonly linked motivation to teacher- assigned scores on assignments or tests, or to course grades (Bong, 2002; Greene et al., 2004; Wolters et al., 1996).”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “Strengths of students’ self-efficacy beliefs are also dependent on the characteristics of the target tasks, activities and domains (Bong, 2002).”
Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003, background): “Bong (2002) also reported that when multiple self-efficacy and achievement indexes in English and math entered the same predictive equation, English self-efficacy emerged as the sole predictor of English performances, with math self-efficacy as the sole This content downloaded from 35.8.11.2 on…”
A Model of Adaptive Language Learning. (2006, background): “Self-efficacy has been credited with more predictive and explanatory power than self-concept (Bandura, 1997; Bong, 2002; Pajares & Johnson, 1996; Skaalvik, 1997).”
Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating (2008, background): “Highly self-efficacious students are hardworking, are unafraid of undertaking challenging problems and assignments, express high intrinsic motivation, do not easily give up at temporary impediments and letdowns, and, as a result, enjoy the benefit of strong scholastic performance (e.g., Bandura & Sc”
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): “self-efficacy) and performance of students in mathematics (Pajares G Bong, 2002 ).”
Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students (2013, background): “These beliefs and strategies vary as a function of tasks and contexts (Bong, 2002; Pintrich & Schunk, 1996).”