Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs

International Journal of Educational Research

Volumn 50, Issue 4, 2011, Pages 209-220

  Gonida, Eleftheria N ^a   Leondari, Angeliki ^b  

^a ARISTOTLE UNIVERSITY OF THESSALONIKI   (Greece)

^b UNIVERSITY OF THESSALY   (Greece)

Author keywords

Illusory bias; Motivational patterns; Self efficacy beliefs

Indexed keywords

EID: 80455164537     PISSN: 08830355     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijer.2011.08.002     Document Type: Article

References (79)

1. Ainley M., Hidi S., Bergdorff D. Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology 2002, 94:545-561.
2. Anderman E.M., Young A.J. Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching 1994, 31:811-831.
3. Bandura A. Social foundations of thought and action: A social cognitive theory 1986, Prentice Hall, Englewood Cliffs, NJ.
4. Bandura A. Self-efficacy: The exercise of control 1997, Freeman, New York.
5. Bandura A., Locke E.A. Negative self-efficacy and goal effects revisited. Journal of Applied Psychology 2003, 88:87-99.
6. Beyer S. Gender differences in the accuracy of self-evaluations of performance. Journal of Personality and Social Psychology 1990, 59:960-970.
7. Beyer S. Gender differences in self-perception and negative recall biases. Sex Roles 1998, 38:103-133.
8. Beyer S. Gender differences in the accuracy of grade expectancies and evaluations. Sex Roles 1999, 41:279-296.
9. Bleeker M.M., Jacobs J.E. Achievement in math and science: Do mothers' beliefs matter 12 years later?. Journal of Educational Psychology 2004, 96:97-109.
10. Bong M. Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology 1997, 89:696-709.
11. Bong M. Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals. Journal of Educational Psychology 2001, 93:23-34.
12. Bong M. Predictive utility of subject-, task-, and problem-specific self-efficacy judgments for immediate and delayed academic performances. Journal of Experimental Education 2002, 70:133-162.
13. Bong M., Clark R.E. Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist 1999, 34:139-154.
14. Bong M., Skaalvik E.M. Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review 2003, 15:1-40.
15. Bouffard T., Couture N. Motivational profile and academic achievement among students enrolled in different schooling tracks. Educational Studies 2003, 29:19-38.
16. Bouffard T., Boisvert M., Veseau C. The illusion of incompetence and its correlates among elementary school children and their parents. Learning and Individual Differences 2003, 14:31-46.
17. Bouffard T., Bouchard M., Denoncourt I., Goulet G., Couture N. Influence of type of goals and self-efficacy on self-regulation on a problem solving task. International Journal of Psychology 2005, 40:373-384.
18. Bouffard T., Cote S., Larouche M.N., Vaillancourt M.E., Fleury-Roy M.H Effects of positive illusory biases among elementary school children. Paper presented at the 10th international conference on motivation 2006, September.
19. Butler R. Effects of task- and ego-achievement goals on information seeking during task engagement. Journal of Personality and Social Psychology 1993, 65:18-31.
20. Butler R. What learners want to know: The role of achievement goals in shaping information-seeking, performance and interest. Intrinsic and extrinsic motivation: The search for optimal motivation and performance 2000, 161-194. Academic Press, New York. C. Sansone, J. Harackiewicz (Eds.).
21. Butler R. Competence assessment, competence, and motivation between early and middle childhood. Handbook of competence and motivation 2005, 202-221. The Guilford Press, New York. A.J. Elliot, C.S. Dweck (Eds.).
22. Chen P.P. Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students. Learning and Individual Differences 2003, 14:79-92.
23. Chouinard R., Roy N. Changes in high-school students' competence beliefs, utility value and achievement goals in mathematics. British Journal of Educational Psychology 2008, 78:31-50.
24. Chouinard R., Vezeau C., Bouffard T., Jenkins B. Gender differences in the development of mathematics attitudes. Paper presented at the 9th EARLI conference 2001.
25. Cohen J. Statistical power analysis of the behavioral science 1988, Academic Press, New York.
26. Colvin C.R., Block J., Funder D.C. Overly positive evaluations and personality: Negative implications for mental health. Journal of Personality and Social Psychology 1995, 68:1152-1162.
27. Duda J.L., Nicholls J.G. Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology 1992, 84:290-299.
28. Dweck C.S., Leggett E.L. A social-cognitive approach to motivation and personality. Psychological Review 1988, 95:256-273.
29. Eccles J., Wigfield A., Harold R., Blumenfeld P. Age and gender differences in children's self- and task perceptions during elementary school. Child Development 1993, 64:830-847.
30. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 1999, 34:149-169.
31. Elliot A.J. A conceptual history of the achievement goal construct. Handbook of competence and motivation 2005, 52-72. The Guliford Press, New York. A.J. Elliot, C.S. Dweck (Eds.).
32. Elliot A.J., Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 1996, 70:461-475.
33. Elliot A.J., McGregor H.A., Gable S. Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology 1999, 91:549-563.
34. Ewers C.A., Wood N.L. Sex and ability differences in children's math self-efficacy and prediction accuracy. Learning and Individual Differences 1993, 5:259-267.
35. Gramzow R.H., Elliot A.J., Asher E., McGregor H.A. Self-evaluation bias and academic performance: Some ways and some reasons why. Journal in Research in Personality 2003, 37:41-61.
36. Gresham F.M., Lane K.L., MacMilan D.L., Bocial K.M., Ward S.L. Effects of positive and negative illusory biases: Comparisons across social and academic self-concept domains. Journal of School Psychology 2000, 38:151-175.
37. Harackiewicz J.M., Barron K.E., Elliot A.J., Tauer J.M., Carter S.M. Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology 2000, 92:316-330.
38. Harter S. Competence as a dimension of self-evaluation: Toward a comprehensive model of self-worth. The development of the self 1985, 55-122. Academic Press, New York. R. Leary (Ed.).
39. Heath N.L., Glen T. Positive illusory bias and the self-protective hypothesis in children with learning disabilities. Journal of Clinical Child and Adolescent Psychology 2005, 34:272-281.
40. Hidi S., Harackiewicz J.M. Motivating the academically unmotivated: A critical issue for the 21st Century. Review of Educational Research 2000, 70:151-179.
41. Hidi S., Renninger K.A. The four-phase model of interest development. Educational Psychologist 2006, 41:111-127.
42. John O.P., Robins R.W. Accuracy and bias in self-perception: Individual differences in self-enhancement and the role of narcissism. Journal of Personality and Social Psychology 1994, 66:206-219.
43. Joo Y.I., Bong M., Choi H.J. Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web-based instruction. Educational Technology Research and Development 2000, 48:5-18.
44. Kaplan A., Middleton M.J., Urdan T., Midgley C. Achievement goals and goal structures. Goals, goal structures, and patterns of adaptive learning 2002, 21-53. Erlbaum, Mahwah, NJ. C. Midgley (Ed.).
45. Klassen R. A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly 2002, 25:88-102.
46. Leondari A., Gonida E.N. Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology 2007, 77:595-611.
47. Linnenbrink E. The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology 2005, 97:197-213.
48. McCall R.B., Beach S.R., Lau S. The nature and correlates of underachievement among elementary school children in Hong Kong. Child Development 2000, 71:785-801.
49. Meece J.L., Glienke B.B., Burt S.B. Gender and motivation. Journal of School Psychology 2006, 44:351-373.
50. Metcalfe J. Cognitive optimism: Self-deception or memory-based processing heuristics?. Personality and Social Psychology Review 1998, 2:100-110.
51. Middleton M.J., Midgley C. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 1997, 89:710-718.
52. Midgley C., Kaplan A., Middleton M., Maehr M.L., Urdan T., Hicks L.H., et al. The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology 1998, 23:113-131.
53. Midgley C., Kaplan A., Middleton M. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 2001, 93:77-86.
54. Miller R.B., Greene B.A., Montalvo G.P., Ravindran B., Nichols J.D. Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Comtemporary Educational Psychology 1996, 21:388-422.
55. Multon K.D., Brown S.D., Lent R.W. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology 1991, 38:30-38.
56. Nicholls J.G. Conceptions of ability and achievement motivation. Research on motivation in education 1984, Vol. 1:39-73. Academic Press, Orlando, FL.
57. Pajares F. Self-efficacy beliefs in achievement settings. Review of Educational Research 1996, 66:543-578.
58. Pajares F., Kranzler J. Self-efficacy beliefs and general mental ability in mathematical problem solving. Contemporary Educational Psychology 1995, 20:426-443.
59. Pajares F., Miller M.D. Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology 1994, 86:193-203.
60. Pajares F., Valiante G. Gender differences in writing motivation and achievement of middle school students: A function of gender orientation?. Contemporary Educational Psychology 2001, 26:366-381.
61. Paulhus D.L. Interpersonal and intrapsychic adaptiveness of trait self-enhancement: A mixed blessing?. Journal of Personality and Social Psychology 1998, 74:1197-1208.
62. Paulhus D.L., John O.P. Egoistic and moralistic biases in self-perception: The interplay of self-deceptive styles with basic traits and motives. Journal of Personality 1998, 66:1025-1060.
63. Philips D. The illusion of incompetence among academically competent children. Child Development 1984, 55:2000-2016.
64. Philips D. Socialization of perceived academic competence among highly competent children. Child Development 1987, 58:1308-1320.
65. Pintrich P.R., DeGroot E. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990, 92:544-555.
66. Robins R.W., Beer J.S. Positive illusions about the self: Short-term benefits and long-term costs. Journal of Personality and Social Psychology 2001, 38:30-38.
67. Robins R.W., John O.P. The quest for self-insight: Theory and research on the accuracy of self-perceptions. Handbook of personality psychology 1997, 649-679. Academic Press, New York. R. Hogan, J. Johnson, S.R. Briggs (Eds.).
68. Schunk D.H. Self-efficacy and academic motivation. Educational Psychologist 1991, 26:207-231.
69. Schunk D.H. Self-efficacy and education and instruction. Self-efficacy, adaptation, and adjustment: Theory, research, and application 1995, 281-303. Plenum Press, New York. J.E. Maddux (Ed.).
70. Schunk D.H., Pajares F. Competence perceptions and academic functioning. Handbook of competence and motivation 2005, 85-104. The Guilford Press, New York. A.J. Elliot, C.S. Dweck (Eds.).
71. Senko C., Hulleman C.S., Harackiewicz J. Achievement goal theory at the crossroads: Old controversies, current challenges and new directions. Educational Psychologist 2011, 46:26-47.
72. Stajkovic A.D., Luthans F. Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin 1998, 124:240-261.
73. Stone C.A., May A.L. The accuracy of academic self-evaluations in adolescents with learning disabilities. Journal of Learning Disabilities 2002, 35:370-383.
74. Taylor S.E., Armor D.A. Positive illusions and coping with adversity. Journal of Personality 1996, 64:873-898.
75. Taylor S.E., Brown J.D. Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin 1988, 110:68-85.
76. Taylor S.E., Brown J.D. Positive illusions and well-being revisited: Separating fact from fiction. Psychological Bulletin 1994, 116:21-27.
77. Whitley B.E.J. Gender differences in computer-related attitudes and behavior: A meta-analysis. Computers in Human Behavior 1997, 13:1-22.
78. Wigfield A., Eccles J.S. The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. Development of achievement motivation 2002, 91-120. Academic Press, San Diego, CA. A. Wigfield, J.S. Eccles (Eds.).
79. Winer B.J., Brown D.R., Michels K.M. Statistical principles in experimental design 1991, McGraw-Hill, New York. 3rd ed.