Self-Efficacy for Self-Regulated Learning

By E. Usher, Frank Pajares. 2008

405 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d7d1a3c218a198dc1d4350d4f1418576efbc6579

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Primary and secondary students motivation in learning English: Grade and gender differences (2011, result): “For both grade and gender differences, the present results are consistent with Watt’s (2008) findings that whereas there was significantdifferencebetweenboysandgirls, bothboys’ andgirls’motivation became lower at the higher year level.”
When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement (2015, positive): “Our proposed framework, consistent with the literature, suggests that motivational factors are determinants of practice and performance (e.g. Bouffard, Bouchard, Denoncourt, Goulet, & Couture, 2005; Caprara et al., 2008; Usher & Pajares, 2008; Wood & Bandura, 1989; Zimmerman, 1995).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “…are also more likely to put forth greater effort, persist in the face of failure, use deeper-processing cognitive and metacognitive strategies, report positive rather than negative emotions, and endorse mastery goals (Klassen & Usher, 2010; Usher & Pajares, 2008; B. J. Zimmerman & Cleary, 2006).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, methodology): “When researchers have used this scale in the past they have obtained coefficient alphas ranging from .85 to .91 (e.g., Britner & Pajares, 2001, 2006, 2009; Pajares, Britner, & Valiante, 2000; Usher & Pajares, 2008).”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “…the present model is also a serial mediation model based on the findings that students’ self-efficacy can further associate with the use of learning strategy (Abedini et al., 2011; Magogwe & Oliver, 2007; Usher & Pajares, 2008; Zhong, 2015), which in turn relates to the learning results.”
Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “Students’ beliefs in their domain-specific self-regulatory capabilities have been found to be positively related to their academic self-efficacy, task goal orientation, and achievement (Usher & Pajares, 2008a).”