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Contextualised self-beliefs in totality : an integrated framework from a longitudinal perspective.

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Field name Details
Nuova numerazione 78639
Collocazione UPS BIBL CENTR 39-C-2582
Autore PHAN, H.P.
Titolo Contextualised self-beliefs in totality : an integrated framework from a longitudinal perspective. Parte componente di periodico
Descrizione fisica pp. 411-434.
Nota generale Estratto da: Educational Psychology 2018, 38, 4.
Riassunto The present longitudinal research investigation explored the differential effects of <italic>contextualised self</italic>-<italic>efficacy beliefs</italic> (i.e. task, course, global) on the concepts of <italic>personal resolve</italic> and <italic>effective functioning</italic>, and two adaptive outcomes, namely: <italic>school experience</italic> and <italic>academic achievement</italic>. 291 (141 girls, 150 boys) Year 7 secondary school students participated in the study, which spanned the course of four time points. Subsequent SEM analyses produced the following results, for example: (i) Time 1 task self-efficacy positively influenced Time 2 personal resolve and Time 2 effective functioning, (ii) Time 2 personal resolve positively influenced Time 3 contextualised self-efficacy beliefs, (iii) Time 2 effective functioning positively influenced Time 4 school experience, and Time 4 academic achievement, and (iv) Time 3 task-specific self-efficacy positively influenced Time 4 academic achievement and Time 4 school experience. This evidence, collectively, provides grounding for further research development (e.g. the importance of effective functioning) and educational practices for implementation.
Tipo di documento RICERCA.
Soggetto STUDENTI.
SCUOLA SECONDARIA.
AUTOEFFICACIA.
PROBLEM SOLVING.
ADATTAMENTO.
SUCCESSO.
RENDIMENTO.
AUSTRALIA.
Ambito Pedagogico
Psicologico
Autore Secondario NGU, B. H.
ALRASHIDI, O.
Titolo correlato Educational Psychology 2018, 38, 4.
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