Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?

Learning and Individual Differences

Volumn 25, Issue , 2013, Pages 67-72

  Komarraju, Meera ^a   Nadler, Dustin ^a  

^a SOUTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

Academic; Achievement; Effort regulation; Goals; Self efficacy

Indexed keywords

EID: 84876819447     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2013.01.005     Document Type: Article

References (45)

1. Abara B., Lokena E. Self-regulated learning and self-directed study in a pre-college sample. Learning and Individual Differences 2010, 20:25-29.
2. Anaya G. Accuracy of self-reported test scores. College and University 1999, 75:13-19.
3. Baird G.L., Scott W.D., Dearing E., Hamill S.K. Cognitive self-regulation in youth with and without learning disabilities: Academic self-efficacy, theories of intelligence, learning vs. performance goal preferences, and effort attributions. Journal of Social and Clinical Psychology 2009, 28:881-908.
4. Bandura A. Human agency in social cognitive theory. American Psychologist 1989, 44:1175-1184.
5. Bandura A. Self-efficacy: The exercise of self control 1997, W.H. Freeman, New York, NY.
6. Bandura A. Social cognitive theory: An agentive perspective. Annual Review of Psychology 2001, 52:1-26.
7. Bandura A., Locke E.A. Negative self-efficacy and goal effects revision. Journal of Applied Psychology 2003, 88:87-99.
8. Baron R.M., Kenny D.A. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology 1986, 51:1173-1182.
9. Blackwell L.S., Trzesniewski K.H., Dweck C.S. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 2007, 78:246-263.
10. Braten I., Stromso H.I. Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology 2004, 29:371-388.
11. Brown S.D., Tramayne S., Hoxha D., Telander K., Fan X., Lent R.W. Social cognitive predictors of college students' academic performance and persistence: A meta-analytic path analysis. Journal of Vocational Behavior 2008, 72:298-308.
12. Chemers M.M., Hu L., Garcia B.F. Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology 2001, 93:55-64.
13. Conard M.A. Aptitude is not enough: How personality and behavior predict academic performance. Journal of Research in Personality 2006, 40:339-346.
14. Dahl T.I., Bals M., Turi A.L. Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?. British Journal of Educational Psychology 2005, 75:257-273.
15. Dweck C.S. Self-theories: Their role in motivation, personality, and development 1999, The Psychology Press, Philadelphia, PA.
16. Gore P.A. Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment 2006, 14:92-115.
17. Grant H., Dweck C.S. Clarifying achievement goals and their impact. Journal of Personality and Social Psychology 2003, 85:541-553.
18. Greene B.A., Miller R.B., Crownson M., Duke B.L., Akey K.L. Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology 2004, 29:462-482.
19. Hsieh P., Sullivan J.R., Guerra N.S. A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics 2007, 18:454-476.
20. Kennett D.J., Keefer K. Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: An integrated approach. Educational Psychology 2006, 26:441-457.
21. Klassen R.M., Krawchuk L.L., Rajani S. Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology 2008, 33:915-931.
22. Kornilova T.V., Kornilov S.A., Chumakova M.A. Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population. Learning and Individual Differences 2009, 19:596-608.
23. Lane A., Lane L. Self-efficacy and academic performance. Social Behavior and Personality: An International Journal 2001, 29:687-693.
24. Lynch D.J. Motivational factors, learning strategies and resource management as predictors of course grades. College Student Journal 2006, 40:423-428.
25. 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.
26. Noftle E.E., Robins R.W. Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology 2007, 93:116-130.
27. Ommundsen Y., Haugen R., Thorleif L. Academic self-concept, implicit theories of ability, and self-regulation strategies. Scandinavian Journal of Educational Research 2005, 49:461-474.
28. Pajares F. Self-efficacy beliefs in academic settings. Review of Educational Research 1996, 66:543-578.
29. Pajares F., Johnson M.J. Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools 1996, 33:163-175.
30. Pintrich P.R. The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research 1999, 31:459-470.
31. Pintrich P. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 2000, 92:544-555.
32. Pintrich P.R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 2004, 16:385-407.
33. Pintrich P.R., Smith D.A.F., Garcia T., McKeachie W.J. A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Technical report no. 91-B-004 1991, The Regents of the University of Michigan.
34. Pintrich P.R., Smith D.A.F., Garcia T., McKeachie W.J. Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement 1993, 53:801-813.
35. Robbins S.B., Allen J., Casillas A., Peterson C.H., Le H. Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes. Journal of Educational Psychology 2006, 98:598-616.
36. Robins R.W., Pals J.L. Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity 2002, 1:313-336.
37. Schunk D.H., Pajares F. The development of academic self-efficacy. A volume in the educational psychology series 2002, 15-31. Academic Press, San Diego, CA. A. Wigfield, J.S. Eccles (Eds.).
38. Tuckman B.W. The effect of learning and motivation strategies training on college students' achievement. Journal of College Student Development 2003, 44:430-437.
39. Valentine J.C., DuBois D.L., Cooper H. The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist 2004, 39:111-133.
40. Wolters C.A. Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology 1998, 90:224-235.
41. Zajacova A., Lynch S.M., Espenshade T.J. Self-efficacy, stress, and academic success in college. Research in Higher Education 2005, 46:677-706.
42. Zimmerman B.J. Self-efficacy: An essential motive to learn. Contemporary Educational Psychology 2000, 25:82-91.
43. Zimmerman B.J., Kitsantas A. Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology 2005, 30:397-417.
44. Zuckerman M., Gagne M., Nafshi I. Pursuing academic interests: The role of implicit theories. Journal of Applied Social Psychology 2006, 31:2621-2631.
45. Zusho Z., Pintrich P.R. Skill and will: the role of motivation and cognition in the learning of college chemistry. International Journal of Science Education 2003, 25:1081-1094.