Competence and Control Beliefs: Distinguishing the Means and Ends

By D. Schunk, B. Zimmerman. 2006

291 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8a1a468f9854476790ccf04487d7bf94d8297ed

How researchers see this paper

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

In Applied Psychology

Citations in the corpus

Influences that undermine learners' perceptions of autonomy, competence and relatedness in an online context (2015, background): “This is not surprising given frequent, informative performance feedback is necessary for an individual to make cognitive evaluations about his or her perceived competence level (Schunk & Zimmerman, 2006).”
Integration , Motivation , Strengths and Optimism : Retention Theories Past , Present and Future (2012, methodology): “Additionally, performance is influenced by the individuals commit to the goal, belief that they can accomplish the goal, and possessing the requisite skills to complete the task at hand.”
Developing Resilient Agency in Learning: The Internal Structure of Learning Power (2015, background): “It does relate however to self-efficacy and agency, and this will be discussed later (Zimmerman and Schunk, 2006).”
Parental Involvement in Predicting School Motivation: Similar and Differential Effects Across Ethnic Groups (2012, background): “A continuously growing body of research has also noted the centrality of social factors in student school motivation (e.g., Bandura, 1997; W. Fan, Lindt, Arroyo-Giner, & Wolters, 2009; Ginsburg & Bronstein, 1993; Ryan & Deci, 2000; Schunk & Zimmerman, 2006).”
Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development (2014, background): “…thought to increase when students attribute success to controllable (e.g., effort) rather than uncontrollable (e.g., ability) factors, have high self-efficacy, are mastery rather than performance goal orientated, and are intrinsically rather than extrinsically motivated (Schunk & Zimmerman, 2006).”
Handbook of motivation at school (2009, background): “Other variables bear conceptual similarity to self-efficacy (Schunk & Zimmerman, 2006).”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “…the value students attribute to a subject domain and students’ emotions, such as their enjoyment of an activity, are reported as important determinants of strategic learning (Artino & Stephens, 2008; Pekrun, Goetz, Titz, & Perry, 2002a; Schunk & Zimmerman, 2006; Vrugt & Oort, 2008; Wolters, 2004).”
Assessing agency of university students: validation of the AUS Scale (2017, background): “A distinction has been proposed (e.g. Schunk and Zimmerman 2012) between two types of expectancies about future action or learning: competence and control beliefs.”
The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation (2010, background): “Email: wfan@mail.coe.uh.edu 2005) and that environmental factors affect not only what individuals think but also what they do (Schunk & Zimmerman, 2006).”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “Students who have high self-efficacy, even under difficulties, apply different effective strategies, persist in the face of difficulties, and make an effort until they achieve success (Schunk and Zimmerman 2006).”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “Specifically, individuals can only engage in the various self-regulatory phases (e.g., self-reflection) if they feel efficacious in that domain (Schunk & Zimmerman, 2006).”