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https://hdl.handle.net/1959.11/15214
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Phan, Huy | en |
dc.date.accessioned | 2014-06-07T13:45:00Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | The Journal of Educational Research, 107(2), p. 90-102 | en |
dc.identifier.issn | 1940-0675 | en |
dc.identifier.issn | 0022-0671 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/15214 | - |
dc.description.abstract | This short-term longitudinal study involved the inclusion of personal self-efficacy and the 4 categories of reflective thinking practice within 1 conceptual framework. Using structural equation modeling, the author explored the temporally displaced effects of prior performance (Time 1) on self-efficacy (Time 2, Time 3) and the four categories of reflective thinking (Time 4). Similarly, the examination included the temporally displaced effect of self-efficacy on the four categories of reflective thinking and whether these 2 theoretical constructs would influence academic performance (Time 5). First-year university students (N = 269) were administered 2 inventories (Motivated Strategies and Learning Questionnaire, Reflective Thinking Questionnaire) that measured self-efficacy and the four categories of reflective thinking. The results showed that the hypothesized structural paths, in general, were supported - for example, the predictive effect of prior performance at Time 1 on self-efficacy at Time 2, and the predictive effects of self-efficacy at Time 2 and Time 3 on academic performance at Time 5. The decomposition of effects also suggests the possible mediating mechanisms of self-efficacy and reflective thinking. | en |
dc.language | en | en |
dc.publisher | Routledge | en |
dc.relation.ispartof | The Journal of Educational Research | en |
dc.title | Self-Efficacy, Reflection, and Achievement: A Short-Term Longitudinal Examination | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/00220671.2012.753860 | en |
dc.subject.keywords | Developmental Psychology and Ageing | en |
dc.subject.keywords | Higher Education | en |
dc.subject.keywords | Educational Psychology | en |
local.contributor.firstname | Huy | en |
local.subject.for2008 | 170103 Educational Psychology | en |
local.subject.for2008 | 170102 Developmental Psychology and Ageing | en |
local.subject.for2008 | 130103 Higher Education | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | 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-20140531-120659 | en |
local.publisher.place | United States of America | en |
local.format.startpage | 90 | en |
local.format.endpage | 102 | en |
local.identifier.scopusid | 84897595859 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 107 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | A Short-Term Longitudinal Examination | 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:15430 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/15214 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Self-Efficacy, Reflection, and Achievement | 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 | 000331602200002 | en |
local.year.published | 2014 | en |
local.subject.for2020 | 390303 Higher education | en |
local.subject.for2020 | 520102 Educational psychology | en |
local.subject.seo2020 | 160101 Early childhood education | en |
Appears in Collections: | Journal Article School of Education |
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