The development of academic self-efficacy.

By D. Schunk, Frank Pajares. 2002

1,414 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f5809944e9988646fbb58bbae6eb0366d2f61ff7

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. E. Usher
2. Patricia A. Alexander
3. Allan Wigfield
4. K. Wentzel
5. Gary E. McPherson
6. Roger Azevedo
7. Richard Noble
8. Jeffrey Alan Greene

In Safety Research

1. E. Usher
2. A. Bandura
3. Allan Wigfield
4. G. Caprara
5. Claudio Barbaranelli
6. Gary E. McPherson
7. Richard Noble
8. K. Wentzel

In Social Psychology

1. E. Usher
2. Huy P Phan
3. A. Bandura
4. Allan Wigfield
5. K. Wentzel
6. G. Caprara
7. Frank Pajares
8. K. Hills

Citations in the corpus

• The Role of Parent-child Relationship, Self-esteem, Academic Self-efficacy to Academic Stress (2016, background): “Academic self-efficacy is students’ belief of being able to properly accomplish all academic assignments (Schunk & Pajares, 2001).”
• Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction (2004, background): “Students’ self-efficacy for reading is enhanced when they learn reading strategies and have opportunities for success in reading (Schunk & Pajares, 2002).”
• A Multilevel Modelling Approach to Investigating Factors Impacting Science Achievement for Secondary School Students: PISA Hong Kong Sample (2012, positive): “However, the function of these two variables must be interpreted with caution because previous research found that difference in self-efficacy favoured boys when girls and boys have similar performance, or even when girls received higher grades (Britner & Pajares, 2006 ; Schunk & Pajares, 2002 ).”
• Introduction to Motivation at School: Interventions That Work (2007, background): “Examples of this work include studies which show that students’ self-efficacy predicts achievement over and above the effects of children’s previous performance and that enhancing students’ self-efficacy boosts performance in different areas (Schunk & Pajares, 2002; Schunk & Zimmerman, 1997).”
• Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “…general aspects of teaching competence, serving as a potential source of teaching efficacy in respect to student teachers, similar to “effectance motivation”, which includes perceived capabilities for influencing important aspects of one’s life (Schunk & Pajares, 2001), or “self-concept”.”
• Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, neutral): “9 ; Zimmerman, Bandura, & Martinez-Pons, 1992 ), and effort, persistence, and resilience (Pajares, 2002 ; Robbinset al., 2004 ; Schunk & Pajares, 2002 ).”
• Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008, background): “How students perceive their capabilities depends on their age and maturity (see Schunk & Pajares, 2002; Wigfield et al., 1996).”
• Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”