Motivational role of self-efficacy beliefs in self-regulated learning

Motivation and Self-Regulated Learning: Theory, Research, and Applications

Volumn , Issue , 2012, Pages 111-139

  Pajares, Frank ^a  

^a CLARK ATLANTA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920665813     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203831076     Document Type: Chapter

References (67)

1. Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal ofResearch and Development™ Education, 32, 131-147.
2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. PsychologicalReview, 84, 191-215.
3. Bandura, A. (1986). Social foundations of thought and action: Asocial cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
4. Bandura, A. (1996). Social cognitive theory of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., pp. 5513-5518). Oxford, U.K.: Pergamon Press.
5. Bandura, A. (1997). Self-efficacy: The exercise ofcontrol. New York: Freeman.
6. Bandura, A. (2004). Swimming against the mainstream: The early years from chilly tributary to transformative mainstream. Behaviour Research and Therapy, 42, 613-630.
7. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal ofPersonality and Social Psychology, 41, 586-598.
8. Bandura, A., & Walters, R. H. (1963). Social learning and personality development. New York: Rinehart and Winston.
9. Bargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 4, 462-479.
10. Betz, N. E., & Fitzgerald, L. F. (1987). The career psychology of women. Orlando, FL: Academic Press.
11. Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of selfefficacy on self-regulation and performance among junior and senior high-school aged students. International Journal of Behavioral Development, 14, 153-164.
12. Collins, J. L. (1982, March). Self-efficacy and ability in achievement behavior. Paper presented at the meeting of the American Educational Research Association, New York.
13. Cooley, C. H. (1902). Human nature and the social order. New York: Scribner.
14. Eccles, J. S. (1987). Gender roles and women’s achievement-related decisions. PsychologyofWomen Quarterly, 11, 135-172.
15. Eccles, J. S., Midgley, C., & Adler, T. (1984). Grade-related changes in the school environment: Effects on achievement motivation. In J. Nich- olls (Ed.), Advances in motivation and achievement: The development of achievement motivation (Vol. 3, pp. 283-331). Greenwich, CT: JAI Press.
16. Eisenberg, N., Martin, C. L., & Fabes, R. A. (1996). Gender development and gender effects. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 358-396). New York: Simon and Schuster Macmillan.
17. Ericsson, K. A. (1996). The acquisition of expert performance: An introduction to some of the issues. In K. A. Ericsson (Ed.), The road to excellence (pp. 1-50). Hillsdale, NJ: Erlbaum.
18. Erikson, E. (1980). Identity and the life cycle. New York: Norton. (Original work published 1959)
19. Hackett, G. (1995). Self-efficacy in career choice and development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 232-258). New York: Cambridge University Press.
20. Holt, J. (1970). Whatdo I do on Monday? New York: Dutton.
21. Jacobs, J. E., Lanza, S., Osgood, W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades 1 through 12. Child Development, 73, 509-527.
22. James, W. (1958). Talks to teachers. New York: Norton. (Original work published 1899)
23. Junge, M. E., & Dretzke, B. J. (1995). Mathematical self-efficacy gender differences in gifted/talented adolescents. Gifted Child Quarterly, 39, 22-26.
24. Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of CounselingPsychology, 31, 356-362.
25. Montessori, M. (1966). The secret of childhood. New York: Ballantine Books.
26. Noddings, N. (1996, April). Current directions in self research: Self-concept, self-efficacy, and possible selves. Symposium presented at the meeting of the American Educational Research Association, New York.
27. Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review ofEducational Research, 62, 307-332.
28. Pajares, F. (1996a). Role of self-efficacy beliefs in the mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21, 325-344.
29. Pajares, F. (1996b). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
30. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement. (Vol. 10, pp. 1-49). Greenwich, CT: JAI Press.
31. Pajares, F. (2005). Self-efficacy beliefs during adolescence: Implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Adolescence and education. Vol. 5: Self-efficacy beliefs ofadolescents (pp. 339-367). Greenwich, CT: Information Age.
32. Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406-422.
33. Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
34. Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educa- tionalPsychology, 91, 50-61.
35. Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. Journal ofEducational Research, 90, 353-360.
36. Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary Educational Psychology, 24, 390-405.
37. Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366-381.
38. Pajares, F., & Valiante, G. (2002). Students’ self-efficacy in their self-regulated learning strategies: A developmental perspective. Psychologia, 45, 211-221.
39. Pajares, F., & Valiante, G. (2006). Self-efficacy beliefs and motivation in writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 158-170). New York: Guilford Press.
40. Peirce, C. (1878). How to make our ideas clear. Popular Science Monthly, 12, 286-302.
41. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
42. Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal ofEducational Psychology, 82, 41-50.
43. Schunk, D. H. (1983a). Developing children’s self-efficacy and skills: The roles of social comparative information and goal setting. Contempo- raryEducationalPsychology, 8, 76-86.
44. Schunk, D. H. (1983b). Reward contingencies and the development of children’s skills and self-efficacy. Journal of Educational Psychology, 75, 511-518.
45. Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22, 208-223.
46. Schunk, D. H. (1987). Peer models and children’s behavioral change. Review ofEducational Research, 57, 149-174.
47. Schunk, D. H., & Ertmer, P. A. (2000). Self-efficacy and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-650). San Diego, CA: Academic Press.
48. Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322.
49. Schunk, D. H., & Hanson, A. R. (1988). Influence of peer-model attributes on children’s beliefs and learning. Journal of Educational Psychology, 81, 431-434.
50. Schunk, D. H., & Lilly, M. W. (1984). Sex differences in self-efficacy and attributions: Influence of performance feedback. Journal of Early Adolescence, 4, 203-213.
51. Schunk, D. H., & Pajares, F. (2005). Competence beliefs in academic functioning. In A. J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford Press.
52. Schutz, A. (1970). On phenomenology and social relations. Chicago: University of Chicago Press.
53. Silverstein, S. (1974). Wherethesidewalkends. New York: HarperCollins.
54. Sondheim, S. (1987). Into the woods: 1987 original Broadway cast [CD]. New York: RCA Victor.
55. Wigfield, A., Eccles, J. S., & Pintrich, P. R. (1996). Development between the ages of 11 and 25. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 148-185). New York: Simon and Schuster Macmillan.
56. Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215-246.
57. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal ofEducational Psychology, 81, 329-339.
58. Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational PsychologyReview, 2, 173-201.
59. Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performances: Issues and educational implications (pp. 3-21). Hillsdale, NJ: Erlbaum.
60. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook ofself-regulation (pp. 13-39). San Diego, CA: Academic Press.
61. Zimmerman, B. J. (2002a). Achieving self-regulation: The trial and triumph of adolescence. In F. Pajares & T. C. Urdan (Eds.), Adolescence and education (Vol. 2, pp. 1-28). Greenwich, CT: Information Age.
62. Zimmerman, B. J. (2002b). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64-70.
63. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.
64. Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.
65. Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regu­lated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
66. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self­regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal ofEducational Psychology, 82, 51-59.
67. Zimmerman, B. J., & Cleary, T. J. (2005). Adolescents’ development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares & T. Urdan (Eds.), Adolescence and education. Vol. 5: Self-efficacy beliefs of adolescents (pp. 339-367). Greenwich, CT: Information Age.