Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/15307
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Phan, Huy | en |
dc.date.accessioned | 2014-06-25T19:04:00Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Education, 4(3), p. 53-66 | en |
dc.identifier.issn | 2162-8467 | en |
dc.identifier.issn | 2162-9463 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/15307 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | Scientific & Academic Publishing Co | en |
dc.relation.ispartof | Education | en |
dc.title | Situating Psychosocial and Motivational Factors in Learning Contexts | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.5923/j.edu.20140403.01 | en |
dc.subject.keywords | Educational Psychology | en |
dc.subject.keywords | Secondary Education | en |
dc.subject.keywords | Psychology | en |
local.contributor.firstname | Huy | en |
local.subject.for2008 | 130106 Secondary Education | en |
local.subject.for2008 | 170103 Educational Psychology | en |
local.subject.for2008 | 170199 Psychology not elsewhere classified | 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-20140615-165223 | en |
local.publisher.place | United States of America | en |
local.format.startpage | 53 | en |
local.format.endpage | 66 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 4 | en |
local.identifier.issue | 3 | 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:15523 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/15307 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Situating Psychosocial and Motivational Factors in Learning Contexts | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Phan, Huy | en |
local.uneassociation | Unknown | en |
local.year.published | 2014 | en |
local.subject.for2020 | 390306 Secondary education | en |
local.subject.for2020 | 520102 Educational psychology | en |
local.subject.for2020 | 520199 Applied and developmental psychology not elsewhere classified | en |
local.subject.seo2020 | 160101 Early childhood education | en |
Appears in Collections: | Journal Article School of Education |
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