Self-efficacy and achievement goals as motivational links between perceived contexts and achievement

By Yi Jiang, Juyeon Song, Minhye Lee, M. Bong. 2014

130 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c8b42281c5e132ad350f61776c1d02bc6d2442ec

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In Experimental and Cognitive Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, methodology): “Nonetheless, once students’ self-beliefs and attitudes were controlled for in the above studies, intrinsic motivation became a poor predictor of mathematics achievement or even an insignificant one, due to its overlap with the above-mentioned constructs (Jiang et al., 2014; Lee & Stankov, 2013).”
Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies (2018, background): “Efficacy has been found to be positively linked to optimal student outcomes such as academic achievement (Bong, 2001; Jiang, Song, Lee, & Bong, 2014) and student motivation (i.e. Jiang et al., 2014).”
How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance (2019, background): “1 3 their relevance in a variety of school–related variables (Bong 2001; Gallagher et al. 2016; Hoy et al. 2006; Jiang et al. 2014; Rand et al. 2011; Snyder et al. 2002).”
Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement. (2014, background): “Jiang et al. (2014) observed that the perceived achievement goals of parents and peers were more predictive of achievement goals in Korean adolescents than were those of teachers, suggesting that peer support might also predict students’ adoption of particular achievement goals.”
Quest for the best non-cognitive predictor of academic achievement (2014, background): “Jiang et al. (2014) report the correlations of .56 between academic achievement scores and selfefficacy in their middle school sample and r = .42 in the elementary school sample.”