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Catalogue Information
Field name	Details
Nuova numerazione	74406
Collocazione	UPS BIBL CENTR SL-II-499
Autore	VIHOLAINEN, H.
Titolo	Adolescents' school‐related self‐concept mediates motor skills and psychosocial well‐being. Parte componente di periodico
Descrizione fisica	pp. 268-280
Nota generale	Estratto da: British Journal of Educational Psychology 2014, 84, 2
Riassunto	Background: The study deepened our understanding of how students’ self-efficacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a fine-tuned task-specific level. Aim: The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. Sample: Participants were 120 second-year university students (mean age 21) from a Chinese university. Method: This experiment had two conditions (simple/complex). A vocabulary level test was first conducted to measure participants’ prior knowledge of English vocabulary. Participants were then randomly assigned to one of the learning tasks. Participants were administered task booklets together with the self-efficacy scales, measures of learning strategy use, and post-tests. Data obtained were submitted to multivariate analysis of variance (MANOVA) and path analysis. Results: Results from the MANOVA model showed a significant effect of vocabulary level on self-efficacy beliefs, learning strategy use, and task performance. Task complexity showed no significant effect; however, an interaction effect between vocabulary level and task complexity emerged. Results from the path analysis showed self-efficacy beliefs had an indirect effect on performance. Our results highlighted the mediating role of self-efficacy beliefs and learning strategy use. Conclusions: Our findings indicate that students’ prior knowledge plays a crucial role on both self-efficacy beliefs and task performance, and the predictive power of self-efficacy on task performance may lie in its association with learning strategy use.
Tipo di documento	RICERCA.
Soggetto	STUDENTI.
	SCUOLA SECONDARIA.
	ATTIVITÀ SPORTIVA.
	SPORT.
	BENESSERE.
	CONCETTO DI SÉ.
	EDUCAZIONE FISICA.
	SALUTE.
	ADOLESCENTI.
	ABILITÀ.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	ARO, T.
	PURTSI, J.
	TOLVANEN, A.
	CANTELL, M.
Titolo correlato	British Journal of Educational Psychology 2014, 84, 2.
Accesso online	http://ejournals.ebsco.com/direct.asp?ArticleID=493B96B8F989B8D1C5C2
Accesso online	http://web.b.ebscohost.com/ehost/detail/detail?sid=d4ec095d-e5e5-49a0-8401-874c0f736e13%40sessionmgr198&vid=0&hid=102&bdata=Jmxhbmc9aXQmc2l0ZT1laG9zdC1saXZl#db=psyh&AN=2014-20391-007

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Adolescents' school‐related self‐concept mediates motor skills and psychosocial well‐being.