Situating Psychosocial and Motivational Factors in Learning Contexts

Title
Situating Psychosocial and Motivational Factors in Learning Contexts
Publication Date
2014
Author(s)
Phan, Huy
( author )
OrcID: https://orcid.org/0000-0002-3066-4647
Email: hphan2@une.edu.au
UNE Id une-id:hphan2
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Scientific & Academic Publishing Co
Place of publication
United States of America
DOI
10.5923/j.edu.20140403.01
UNE publication id
une:15523
Abstract
Student learning in achievement contexts is an important inquiry that has been researched extensively, utilizing different theoretical orientations. The present investigation, contributing to the study of motivation, entails an amalgamation of four major constructs: school belonging, academic engagement, future time perspective, and personal self-efficacy. Based on existing empirical evidence, and using causal modeling procedures, we hypothesized a number of structural relations (e.g., the impact of future time perspective on course-specific self-efficacy) with school belonging serving as an antecedent of motivational and noncognitive outcomes. Upper secondary school students (N = 304) provided self-reports of their future time perspectives, self-efficacy beliefs, and engagement. Statistical analyses yielded some notable findings, such as the direct impact of school belonging on academic achievement, and the direct positive effects of future time perspective and vigor, a component of academic engagement, on global-specific self-efficacy.
Link
Citation
Education, 4(3), p. 53-66
ISSN
2162-8467
2162-9463
Start page
53
End page
66

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