Academic Self-Efficacy Beliefs and Quality of Experience in Learning

Abstract

This study investigated learning activities and associated quality of experience of students with different levels of perceived academic self-efficacy. Two groups were formed out of 130 Italian adolescents (age 15-19), one with high and one with low academic self-efficacy beliefs (31 and 32 participants, respectively). Students provided valuation of academic pursuits and aspirations, and were monitored for one week with experience sampling method (ESM). Attention was paid to the association of learning activities with optimal experience, characterized by high perceived environmental challenges matched by high personal skills, involvement, concentration and intrinsic reward. High self-efficacy students reported higher academic aspirations and pursuits than low self-efficacy students. They also spent more time in homework, and primarily associated learning activities with optimal experience. Results have educational implications in fostering motivation and enjoyment in learning. They also provide empirical support for the combination of self-efficacy beliefs and quality of experience in motivational research.

Resources of Mathematics Self-Efficacy and Perception of Science Self-Efficacy as Predictors of Academic Achievement

“…While there are many fields of study where self-efficacy is effective, the fields of science and mathematics are the leading ones (Chen and Usher, 2013;Dadlı, 2015;İnce, Gülten and Kırbaşlar, 2012;Larson et al, 2014;Yıldırım, 2011;Yurt, 2014). When examining related literature, various study results for both science and mathematics self-efficacy sources and perceptions are encountered (Abalı-Öztürk and Şahin, 2015;Bassi, Steca, Fave and Caprara, 2007;Blake and Lesser, 2006;Çaycı, 2013;Güneri, 2013;Ilgaz, 2011;İsrel, 2007;Pajares and Graham, 1999;Sottile, Carter and Carter, 2001;Usher and Pajares, 2006;Pietsch, Walker and Chapman, 2003;Uzar, 2010;Yurt, 2014;Yurt and Sünbül, 2014).…”

Qualidade da experiência subjectiva no quotidiano escolar de adolescentes: Implicações desenvolvimentais e educacionais

“…EXPERIÊNCIA ÓPTIMA E QUALIDADE DA EXPERIÊNCIA ESCOLAR O estudo da qualidade da experiência subjectiva no contexto escolar tem recebido um crescente interesse por parte dos investigadores, observando-se uma atenção particular pelo estudo das experiências óptimas (Bassi, Steca, Delle Fave, & Caprara, 2007;Csikszentmihalyi & Schneider, 2000;Freire, 2004;Lima, 2003;Lima & Freire, 2006, 2007aShernoff, Knauth, & Makris, 2000;Shernoff, Csikszentmihalyi, Schneider, & Shernoff, 2003). Este interesse por parte da comunidade científica advém do papel que estas experiências desempenham na optimização da qualidade da aprendizagem no contexto educativo.…”

“…De facto, as experiências óptimas intervêm, de forma significativa, na promoção da motivação escolar dos jovens (Bassi, Coppa, & Delle Fave, 2007;Bassi, Steca, Delle Fave, & Caprara, 2007;Schiefele & Csikszentmihalyi, 1994). Quando estas experiências são vivenciadas em actividades académicas, os estudantes, mesmo aqueles que apresentam uma baixa motivação para a aprendizagem, podem experimentar níveis de desafio e entusiasmo superiores aos observados nas suas actividades preferidas (Shernoff, Knouth, & Makris, 2000;Whalen, 1998).…”

“…Quando inquiridos, os adolescentes geralmente referem que, comparativamente ao que acontece noutros contextos de vida, quando estão na escola, sentem-se mais tristes, irritados e aborrecidos (Csikszentmihalyi & Larson, 1984, cit. por Hektner, Schmidt, & Csikszentmihalyi, 2007, e desejariam poder fazer qualquer outra coisa, em qualquer outro lugar (Bassi, Steca, Delle Fave, & Caprara, 2007;Lima & Freire, 2007b). Alguns dos problemas escolares mais frequentemente referidos na literatura prendem-se com o insucesso escolar, o abandono precoce da escolaridade, o desinvestimento e a desmotivação, o aborrecimento e a alienação (Ainley, 2004;Shernoff, Csikszentmihalyi, Schneider, & Shernoff, 2003), o que evidencia a existência de poucas oportunidades para a vivência de experiências positivas por parte dos adolescentes no contexto escolar.…”

Self-efficacy beliefs of youth entering the labour market

“…The observed inability to manage diffi cult situations leads to fear and higher anxiety, which blocks the ability to accurately assess the situation and use more effi cient procedures (Bandura, 2001). Such a person is focused on themselves and a possible failure instead of focusing on the task and the ways of its effective performance (Bassi et al, 2007). Failure experience creates a pessimistic approach to life and further lowering of the opinion of one's own ability to manage things effectively (Oleś, Drat-Ruszczak, 2008).…”