Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15307
Title: Situating Psychosocial and Motivational Factors in Learning Contexts
Contributor(s): Phan, Huy  (author)orcid 
Publication Date: 2014
DOI: 10.5923/j.edu.20140403.01
Handle Link: https://hdl.handle.net/1959.11/15307
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.
Publication Type: Journal Article
Source of Publication: Education, 4(3), p. 53-66
Publisher: Scientific & Academic Publishing Co
Place of Publication: Rosemead, United States of America
ISSN: 2162-8467
2162-9463
Field of Research (FOR): 130106 Secondary Education
170103 Educational Psychology
170199 Psychology not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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