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https://hdl.handle.net/1959.11/10342
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DC Field | Value | Language |
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dc.contributor.author | Phan, Huy | en |
dc.date.accessioned | 2012-06-04T19:06:00Z | - |
dc.date.issued | 2012 | - |
dc.identifier.citation | The Journal of Educational Research, 105(3), p. 196-209 | en |
dc.identifier.issn | 1940-0675 | en |
dc.identifier.issn | 0022-0671 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/10342 | - |
dc.description.abstract | Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement. Despite this emphasis, very few, if any, research has explored the impact of the 4 sources of information on self-efficacy from a developmental perspective. The author used latent growth modeling to explore the impact of the 4 sources of information on self-efficacy over 4 occasions. This methodological approach, similar to recent studies (Caprara et al., 2008) is significant, as it allowed the author to trace the developmental trajectories of elementary school children's self-efficacy beliefs in English and mathematics over time. Three hundred and thirty-nine 3rd- and 4th-grade students (147 girls, 192 boys) took part in this study. Two Likert-type inventories were administered and the data collected were analyzed with the statistical software SPSS AMOS 18. Causal modeling analyses indicated that children's self-efficacy for English and mathematics learning increased over time. Furthermore, of the 4 informational sources, enactive performance accomplishments associated closely with the growth of change of English and mathematics self-efficacy beliefs. Children's emotional states also associated negatively with the growth of change of mathematics self-efficacy. Enactive performance accomplishments and verbal persuasion associated positively with the initial levels of English and mathematics self-efficacy. Finally, the results provide methodological support for the psychometric properties of the inventories used. | en |
dc.language | en | en |
dc.publisher | Routledge | en |
dc.relation.ispartof | The Journal of Educational Research | en |
dc.title | The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/00220671.2011.552132 | en |
dc.subject.keywords | Primary Education (excl Maori) | en |
dc.subject.keywords | Educational Psychology | en |
dc.subject.keywords | Education | en |
local.contributor.firstname | Huy | en |
local.subject.for2008 | 170103 Educational Psychology | en |
local.subject.for2008 | 139999 Education not elsewhere classified | en |
local.subject.for2008 | 130105 Primary Education (excl Maori) | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.subject.seo2008 | 930103 Learner Development | en |
local.profile.school | School of Education | en |
local.profile.email | hphan2@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20120424-082654 | en |
local.publisher.place | United States of America | en |
local.format.startpage | 196 | en |
local.format.endpage | 209 | en |
local.identifier.scopusid | 84859553034 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 105 | en |
local.identifier.issue | 3 | en |
local.title.subtitle | A Latent Growth Curve Analysis | en |
local.contributor.lastname | Phan | en |
dc.identifier.staff | une-id:hphan2 | en |
local.profile.orcid | 0000-0002-3066-4647 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:10537 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | The Development of English and Mathematics Self-Efficacy | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Phan, Huy | en |
local.uneassociation | Unknown | en |
local.identifier.wosid | 000304873700004 | en |
local.year.published | 2012 | en |
local.subject.for2020 | 520102 Educational psychology | en |
local.subject.for2020 | 399999 Other education not elsewhere classified | en |
local.subject.for2020 | 390304 Primary education | en |
local.subject.seo2020 | 160101 Early childhood education | en |
Appears in Collections: | Journal Article School of Education |
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