Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation

Greene, Barbara A.; Miller, Raymond B.; Crowson, H. Michael; Duke, Bryan L.; Akey, Kristine L.

doi:10.1016/j.cedpsych.2004.01.006

Cited by 655 publications

(529 citation statements)

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“…Our findings complement and support already numerous existing results of other authors (Bandura, 1997, Jinks, & Morgan, 1999Greene, Miller, Crownson, Duke, & Akey, 2004, Pintrich, 2004, Hsieh, Sullivan, & Guerra, 2007, Fisher, Schult, & and Hell, 2013. High academic self-efficacy is important in predicting academic achievement to mislead heteronomous and autonomous evaluation.…”

Section: Discussionsupporting

confidence: 81%

“…Many researchers have reported a direct positive relationship between academic self-efficacy and academic achievement (e. g., Bandura, 1997, Jinks, & Morgan, 1999Greene, Miller, Crownson, Duke, & Akey, 2004, Pintrich, 2004, Hsieh, Sullivan, & Guerra, 2007, Lennon, 2010.…”

Section: Discussionmentioning

confidence: 99%

“…High academic performance is linked with increased self-confidence and presumably it enhances students to accept greater responsibility for successful completion of tasks (Zimmerman, & Kitsantas, 2005). Some authors believe that students with higher self-efficacy achieve higher levels, because they are able to deal with cognitive demands more efficiently (Lane, & Lane, 2001), attempt to focus on master goals (Hsieh, Sullivan, & Guerra, 2007), perceive their learning as challenges/tasks that are interesting and valuable and apply reasonable learning strategies (Greene et al, 2004). McIlroy et al (2015) relying on results of researches consider self-efficacy the strongest predictor of academic results and its direct influence on academic achievement.…”

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confidence: 99%

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Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Verešová

Foglová²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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In the research we focused on an analysis of relationship between academic self-efficacy (ASE), heteronomous (AAH) and autonomous evaluation (AAA) of academic achievement of adolescents. We also analyse the intersexual differences in ASE, AAH and AAA in adolescents. The sample consisted of 107 adolescents (57 girls, 50 boys). We used Morgan-Jinks Student Efficacy Scale. We measured academic achievement by GPA. Autonomous evaluation of academic achievement was measured by perceived self-evaluation of academic achievement (expressed by a self-perceived quality level of knowledge and skill in 3 study subjects -Mathematics, Slovak language, English language and in all study subjects). Among adolescent boys and girls we noted significant differences in GPA (t=2.608, p=.010), the girls GPA was better than boys GPA. In the AAA we determined no evidenced significant intersexual differences (t=.724, p=.471), and in the ASE of adolescents there were no evidenced significant intersexual differences either (t=.019, p=.985). We identified a significant relationship between ASE and GPA (r =.269**, p =.005) and between ASE and AAA (r =.385**, p =.000). Analysing the relationship of autonomous evaluation of success in Mathematics, Slovak language and English language (as study subjects) we have come to the identical finding -there was a significant relationship with ASE of adolescents. We found out that GPA as an indicator of AAH strongly correlates with AAA of adolescent (r =.700**, p =.000).

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Verešová

Foglová²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…ces recherches ont notamment permis de produire et de valider des instruments fiables pour mesurer la perspective d'avenir en tant que dimension motivationnelle, particulièrement auprès d'étudiants anglophones (Greene, Miller, crowson, duke, & akey, 2004 ;husman, derryberry, crowson, & lomax, 2004). Parmi les instruments de mesure disponibles, la Future Time Perspective Student Scale, développée par husman et shell (2008), est particulièrement pertinente et complète, si bien qu'elle a été retenue pour en faire une adaptation française dans le cadre de la présen-te étude.…”

Section: Le Rôle De La Perception D'avenir Dans La Motivation Scolairunclassified

Mesure de la perspective d’avenir des étudiants : adaptation française et validation d’un instrument de mesure de la perspective d’avenir d’étudiants de l’enseignement postsecondaire

Dubeau

Plante

Frenay

2016

mee

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Cet article expose les qualités psychométriques de l’instrument de mesure de la perspective d’avenir des étudiants, une version française adaptée de la Future Time Perspective Student Scale (Husman & Shell, 2008). Conformément à l’instrument original, la version française de l’échelle adaptée est composée de quatre sous-échelles (intégration, valeur, extension et vitesse), dont la validation a été réalisée auprès de 693 étudiants issus de la formation collégiale préuniversitaire ou technique. Les résultats ont montré que les sous-échelles d’intégration, de valeur et d’extension adaptées en français offrent une bonne consistance interne. De plus, des analyses factorielles exploratoire et confirmatoire ont révélé une structure reflétant ces trois sous-échelles et procurant de bons indices d’ajustement aux données. Toutefois, les données n’ont pas permis de soutenir la valeur psychométrique de la sous-échelle de vitesse. Les résultats sont interprétés et discutés en regard de la perspective d’avenir et de la motivation scolaire des étudiants.This article examines the psychometric properties of the Instrument de mesure de la perspective d’avenir des étudiants, a French version adapted from the Future Time Perspective Student Scale (Husman & Shell, 2008). Consistent with the original instrument, the French version of the scale comprises four subscales (connectedness, value, extension and speed), which were validated among 693 students enrolled in a pre-university or a technical college program. Results showed that the French version of the connectedness, value and extension subscales offer a good internal consistency. In addition, exploratory and confirmatory factor analyses revealed a structure corresponding to these three subscales, and adequately reflecting the data. However, the data did not provide convincing evidence to support the empirical validity of the speed subscale. Results are interpreted and discussed in light of students’ future time perspective and school motivation.Este artigo apresenta as qualidade psicométricas do instrumento de medida da perspetiva de futuro dos estudantes, uma versão francesa adaptada da escala Future Time Perspective Student Scale (Husman & Shell, 2008). Em conformidade com o instrumento original, a versão francesa da escala adotada é composta de quatro subescalas (integração, valor, extensão e velocidade), cuja validação foi realizada, no Quebeque, junto de 693 estudantes saídos da formação pré-universitária ou técnica. Os resultados mostraram que as subescalas de integração, de valor e de extensão adaptadas em francês oferecem uma boa consistência interna. Além disso, as análises fatoriais exploratórias e confirmatórias revelaram uma estrutura que reflete as três subescalas e proporciona bons índices de ajustamento aos dados. Em todo caso, os dados não permitiram sustentar o valor psicométrico da subescala de velocidade. Os resultados são interpretados e discutidos em função da perspetiva de futuro e da motivação escolar dos estudantes

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“…The significant amount of research putting some variables such as intrinsic motivation, perceptions of belonging and ability, valuing of academic tasks in the center revealed that motivation can influence academic achievement and related variables (Greene et al, 2004). According to some research, intrinsically motivated students show more persistence while going through academic challenge (Boyd, 2002), eager to perform a duty (Johnson et al, 1998), perform higher academic performance (Vallerand et al, 1993), have deeper academic self-concept (Cokley et al, 2001) and show more creative outputs (Moneta & Sui, 2002).…”

Section: Introductionmentioning

confidence: 99%

Predictors of Academic Motivation: Epistemological Beliefs, Learning Approaches and Problem Solving Skills

Karataş¹,

Erden²

2017

IOJES

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Students have difficulties in involving, engaging, and motivating in studying and learning activities and one of the reasons of which is regarded as academic motivation that is a main predictor of academic success. There are also some external factors having effect on academic motivation and performance. In this study, we aimed to examine the differential predictive relationships of undergraduates' epistemological beliefs, learning approaches and problem solving skills on academic motivation. The study group is consists of 750 university students continuing their study at Yildiz Technical University, Istanbul. For the method of the research, the correlational analysis technique of a descriptive research model was used. The data was collected through "Academic Motivation Scale", "Epistemological Beliefs Scale", "Learning Strategies Scale" and "Problem Solving Skills Scale". This research reveals that university students' academic motivation, epistemological beliefs, learning strategies and problem solving skills had some significant relationships between one another. According to the findings, university students' epistemological beliefs and learning strategies predicted amotivation, extrinsic motivation and intrinsic motivation significantly. However, it was found that university students' problem solving skills did not predict amotivation, extrinsic motivation and intrinsic motivation significantly.

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Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation

Cited by 655 publications

References 44 publications

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Mesure de la perspective d’avenir des étudiants : adaptation française et validation d’un instrument de mesure de la perspective d’avenir d’étudiants de l’enseignement postsecondaire

Predictors of Academic Motivation: Epistemological Beliefs, Learning Approaches and Problem Solving Skills

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