Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes

Parker, Philip D.; Marsh, Herbert W.; Ciarrochi, Joseph; Marshall, Sarah; Abduljabbar, Adel S.

doi:10.1080/01443410.2013.797339

Cited by 229 publications

(186 citation statements)

References 43 publications

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“…These beliefs are domain-specific and arise from differing combinations of mastery experience, feedback from others, attributions of task performance, and differing frames of reference (Skaalvik, 1997;Bong & Skaalvik, 2003). Academic self-efficacy influences task-specific thought, cognition, and behaviour, and is highly predictive of taskperformance (e.g., Parker, Marsh, Ciarrochi, Marshall, & Abduljabbar, 2014;Schunk & Pajares, 2002).…”

Section: Fear Appeals In the Classroommentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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Putwain, DW, Remedios, R and Symes, WExperiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy http://researchonline.ljmu.ac.uk/3500/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. LJMU Research Online Running head: FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACYThe appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 1 AbstractFear appeals are persuasive messages that highlight the negative consequences of a particular course of action. Studies have shown that attainment value and academic self-efficacy predict how fear appeals are appraised. In this study we examined how the appraisal of fear appeals might also influence subsequent attainment value and academic self-efficacy. Self-report data were collected from 1433 students in their final two years of secondary education over three waves. Findings revealed that when students saw fear appeals as a challenge attainment value and academic self-efficacy were higher. When students saw fear appeals as a threat, attainment value and academic self-efficacy were lower. These results highlight the functional importance of how fear appeals are appraised. Challenge and threat appraisals were not mere by products of attainment value or academic self-efficacy but impacted on attainment value and academic self-efficacy; variables that are likely to make a critical impact on educational progress and attainment. We conclude that initial teacher education and teacher professional development programs would benefit from enhanced interpersonal and relational-skills training to enable teachers to judge more effectively how fear appeals are appraised.Keywords: fear appeals, attainment value, academic self-efficacy, high-stakes testing FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 2The appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy IntroductionThis study examines how academic self-efficacy and attainment value relate to the appraisal of fear appeals used by secondary school teachers prior to a high-stakes examination. Fear appeals are used by teachers as a motivational strategy; a 'scare tactic' to attem...

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Section: Fear Appeals In the Classroommentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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“…Importante frisar que, de forma semelhante a outras investigações (Oliveira, 2016;Parker et al, 2013;Souza & Brito, 2008), foram encontradas correlações significativas, de moderadas a fortes, entre os construtos do self, indicando que, apesar de identificados como fatores autônomos, eles não são independentes um do outro. Essas correlações fortalecem a pertinência de se estudar esses fatores de forma associada.…”

Section: Discussionunclassified

“…Evidências indicam que crenças positivas de si mesmo podem atuar como fatores de proteção ao aluno no ambiente escolar, sendo capazes de mediar os efeitos negativos da ansiedade, da solidão e do perfeccionismo, reduzindo estresse, sintomas depressivos, burnout e favorecendo a satisfação com a vida dos estudantes (Galla & Wood, 2011;Luo, Wang, Zhang, Chen, & Quan, 2016;Tu & Zhang, 2014). No que se refere ao desempenho escolar, os estudos têm constatado que o autoconceito, a autoestima e a autoeficácia possuem papel relevante na explicação e na predição do desempenho acadê-mico (Parker, Marsh, Ciarrochi, Marshaal, & Abduljabbar, 2013;Piran, 2014;Prince & Nurius, 2014;Richardson, Abraham, & Bond, 2012;Trautwein & Möller, 2016). Além disso, pesquisas apontam relações de autoconceito, autoeficácia e autoestima com variáveis como dificuldades de aprendizagem (Guerreiro, 2015), motivação e engajamento (Guerreiro, 2015;Green et al, 2012), bem-estar e emoções (Goetz, Cronjaeger, Frenzel, Lüdtke, & Hall, 2010;Tu & Zhang, 2014), etc.…”

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“…Fundamentados nas correlações significativas usualmente encontradas entre as variáveis ligadas ao self (Oliveira, 2016;Parker et al, 2013), bem como nas correlações entre essas variáveis e o valor (Nagengast et al, 2011;Trautwein & Moller, 2016), defendemos que, ao serem estudadas conjuntamente, as variáveis aqui apresentadas podem apresentar um padrão de correlações e interações que ultrapasse o estudo dos efeitos individuais de cada construto.…”

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Validade da Escala de Cognições Acadêmicas Autorreferentes: autoconceito, autoeficácia, autoestima e valor

2017

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RESUMOEste estudo objetivou construir e investigar evidências de validade estrutural da Escala de Cognições Acadêmicas Autorreferentes, que avalia autoconceito, autoeficácia e autoestima escolar e valor atribuído à habilidade escolar. ABSTRACT -Validity of the Self-Referential Cognitions Scale: Self-concept, self-efficacy, self-esteem and value The aim of this study was to develop and investigate the structural validity of the Academic Self-Referential Cognitions Scale, which assesses academic self-concept, self-efficacy, and self-esteem, as well as the value assigned to school skills. The sample consisted of 812 high school students from public and private schools from the state of Minas Gerais, Brazil. Confirmatory factor analysis, structural equation modeling, and Cronbach's alpha test were used to analyze the data. The structural model proposed presented good fit to data: χ²[145]=475.299; comparative fit index (CFI)=0.98; root mean square error approximation (RMSEA)=0.053. All of the itemfactor relations proposed showed beta values higher than 0.30. The reliability indices were reasonable: school self-concept, α=0.69; value assigned to school, α=0.79; school self-efficacy, α=0.74; school self-esteem, α=0.72. The data provide empirical support to the structural validity of the scale. This instrument represents an advancement in the measures of self, indicating the possibility of a differential definition and measurement of the constructs. Keywords: test validity; statistical validity; psychometrics; self. RESUMEN -Validez de la Escala de Cogniciones Académicas Autoreferenciales: autoconcepto, autoeficácia, autoestima y valorEste estudio tuvo como objetivo la construcción y la investigación de la validez estructural de la Escala de Cogniciones Académicas Autoreferenciales, que evalúa el autoconcepto, la autoeficacia y la autoestima académicas y el valor asignado a la habilidad escolar. Participaron del estudio 812 estudiantes de secundaria de escuelas públicas y privadas de Minas Gerais, Brasil. Los datos fueron analizados mediante análisis factorial confirmatorio, modelos de ecuaciones estructurales y test α de Cronbach. El modelo estructural propuesto mostró un buen ajuste a los datos: χ²[145]=475,299; índice de ajuste comparativo (CFI)=0,98; raíz del resíduo quadrático promedio de aproximación (RMSEA)=0,053. Todas las relaciones ítem-factor propuestas tuvieron betas superiores a 0,30. Fueron encontrados razonable niveles de consistencia interna: autoconcepto, α=0,69; valor, α=0,79; autoeficacia escolar, α=0,74; autoestima escolar, α=0,72. Los datos proporcionan apoyo empírico a la validez estructural de la escala. Este instrumento representa un avance en las medidas de self, indicando la posibilidad de una definición y medición diferenciales de los constructos. Palabras clave: validación de test; validación estadística; psicometría; self.

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“…This can be seen in the likes of Webb, Vandiver, and Jeung (2015) who tested positive how self-efficacy can enhance students' performance. It was also established that self-efficacy predicts students long-term achievement, (Parker, Marsh, Ciarrochi, Marshall, & Abduljabbar, 2014), which found that students mathematics self-efficacy is enhances them to face future challenges in life. Whereas, Hassall, Arquero, Joyce, and Gonzalez (2013) found the connection relations between self-efficacy and communication apprehension.…”

Section: Literature Reviewmentioning

confidence: 99%

Developing & Validating a Measure for PR Professionals’ Self-efficacy

Gusau¹,

Abdullah²,

Tamam³

et al. 2017

ASS

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For the past three decades self-efficacy studies have been conducted in social science and other fields of academic endeavor. However, sufficient evidence has clearly shown that this research interest seems to neglect Public Relations (i.e. PR) discipline as there are hardly traceable works connected to this important field of study. This work therefore, represents an attempt to develop PR professionals' self-efficacy scale to measure the ability of PR professionals in carrying out their duties. Exploratory factor analysis was conducted with PR experts and the result has shown a required factor loading for 23 out of total 24 items. Equally, the six operationalized dimensions were all consistent when confirmatory factor analysis was conducted. Similarly, discriminant and convergent validity tests which guarantees the instrument as valid for measuring Public Relations practitioners' self-efficacy were also found to be fit.

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Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes

Cited by 229 publications

References 43 publications

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Validade da Escala de Cognições Acadêmicas Autorreferentes: autoconceito, autoeficácia, autoestima e valor

Developing & Validating a Measure for PR Professionals’ Self-efficacy

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