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https://hdl.handle.net/1959.11/16049
Title: | Longitudinal examination of personal self-efficacy and engagement-related attributes: How do they relate | Contributor(s): | Phan, Huy (author) ; Ngu, Bing (author) | Publication Date: | 2014 | DOI: | 10.11648/j.ajap.20140304.11 | Handle Link: | https://hdl.handle.net/1959.11/16049 | Abstract: | A synthesis of the contemporary literature indicates that longitudinal examination of self-efficacy beliefs in educational contexts has been limited to a few notable studies. The present study, utilizing a longitudinal research design, makes attempts to explore the distal impact of students' enactive learning experiences on their academic self-efficacy beliefs. More importantly, apart from this research focus, we also examine the interrelations between self-efficacy and three major motivation-related attributes of engagement (e.g., absorption) on students' achievement outcomes in the subject mathematics. This avenue of inquiry, for example, stipulates motivation-related attributes of engagement as potential consequences and antecedents of self-efficacy beliefs. 326 Year 10 students (185 girls, 141 boys) participated in this investigation. We administered a number of Likert-scale questionnaires on multiple occasions over a two-year period, using SEM to analyze the repeated data. MPlus 7.11 yielded some key findings for discussion and educational consideration, for example: the positive influence of Time 1 enactive learning experience on Time 2 self-efficacy and Time 3 motivation-related attributes of engagement; and the positive influence of Time 2 and Time 4 self-efficacy beliefs on Time 5 achievement outcomes. Finally, evidence obtained indicated the mediating mechanisms of both self-efficacy and motivation-related attributes. | Publication Type: | Journal Article | Source of Publication: | American Journal of Applied Psychology, 3(4), p. 80-91 | Publisher: | Science Publishing Group | Place of Publication: | United States of America | ISSN: | 2328-5672 2328-5664 |
Fields of Research (FoR) 2008: | 170103 Educational Psychology 130106 Secondary Education 170110 Psychological Methodology, Design and Analysis |
Fields of Research (FoR) 2020: | 520102 Educational psychology 390306 Secondary education 520105 Psychological methodology, design and analysis |
Socio-Economic Objective (SEO) 2008: | 930102 Learner and Learning Processes 930103 Learner Development 930101 Learner and Learning Achievement |
Socio-Economic Objective (SEO) 2020: | 160101 Early childhood education | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article |
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