Self-efficacy and academic success among diverse first-generation college students: The mediating role of self-regulation

Koh, Jai‐Kyoung; Farruggia, Susan P.; Back, Lindsey T.; Han, Cheon-woo

doi:10.1007/s11218-022-09713-7

Cited by 12 publications

(9 citation statements)

References 44 publications

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“…As a result, students with high self-efficacy were able to cope more adequately with challenges and had more immediate and successful learning experiences, thus increasing their learning resilience. This is consistent with the previous view ( 43 ). Moreover, this group of students has higher expectations of their development goals, they are able to manage the different learning resources at their disposal and cope with a wide range of situations.…”

Section: Discussionsupporting

confidence: 94%

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The effect of smartphone dependence on learning burnout among undergraduates: the mediating effect of academic adaptability and the moderating effect of self-efficacy

Chen,

Shen,

Xiao

et al. 2023

Front. Psychiatry

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IntroductionSmartphone dependence is closely related to the physical and mental health development of undergraduates and their learning. The purpose of this study was to explore the relationship between smartphone dependence, academic adaptability, self-efficacy and learning burnout among undergraduates and its underlying mechanisms.MethodsThe study was conducted on 2,110 undergraduates using the Smartphone Dependence Scale, the Undergraduates Learning Adjustment Scale, the Learning Burnout Undergraduates Scale and the Self-Efficacy Scale to develop a mediation model and a moderation model.ResultsThe findings of this study revealed that (1) smartphone dependence significantly negatively predicted academic adaptability; (2) academic adaptability significantly negatively predicted learning burnout; (3) smartphone dependence significantly positively predicted learning burnout; (4) academic adaptability partially mediated the effect of smartphone dependence on learning burnout; (5) self-efficacy played a moderating role in the effect of academic adaptability on learning burnout.ConclusionThese findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.

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Section: Discussionsupporting

confidence: 94%

“…Chronic low self-efficacy can easily lead students into a vicious cycle of self-doubt, self-assumption and self-denial. In a prolonged stressful environment, students are prone to the dilemma of depleted learning resources ( 43 ). The lower a student’s self-efficacy, the less resilient they are to learning ( 44 ).…”

Section: Introductionmentioning

confidence: 99%

The effect of smartphone dependence on learning burnout among undergraduates: the mediating effect of academic adaptability and the moderating effect of self-efficacy

Chen,

Shen,

Xiao

et al. 2023

Front. Psychiatry

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“…may be potential predictors of academic success (Tommasi et al, 2022); possible "Self" is connected with self-development motivation and is the basis for high motivation for achieving goals in educational sphere (Vasilevskaya and Molchanova, 2021). The level of anxiety (personal and situational ones) (Bagandova et al, 2018), hardiness (Legostaeva, 2019), learning and cognitive motivation (Fréchette-Simard et al, 2022), self-efficiency and self-direction (Koh et al, 2022), . Mental Representations as The Students ' Academic Success Predictor,International Journal of Cognitive Research in Science,Engineering and Education (IJCRSEE),11(1),[51][52][53][54][55][56][57][58][59][60][61][62] etc., are also rated as personal predictors of academic success.…”

Section: Mental Representations As the Students' Academic Success Pre...mentioning

confidence: 99%

Mental Representations as The Students’ Academic Success Predictor

Kibalchenko

Eksakusto

2023

IJCRSEE

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The analysis is aimed at defining peculiarities of mental representations in homogeneous cluster groups, represented by the students characterized by different (high, average or low) academic progress levels. Deductive and correlation design of the research is defined here as a general method. Statistic design: the research is held taking into account a mixed method, including several qualitative and quantitative techniques of data processing and interpreting; more specifically cluster analysis (used for relatively homogeneous groups defining), multiple regression analysis (used to determine the impact of mental representations characteristics on academic success) as well as Kruskal-Wallis rank sum test. The average value of the regression model significance reflects the veracity of the research results. The attained statistic results prove that mental representations have peculiar impact on students’ academic success and there is an effect of the students’ academic activity progress splitting. On the one hand, the research helps to identify cluster groups of students characterized by success exteriorization indices growth and academic success indices reduction. On the other hand, non-linear impact of mental representations characteristics on students’ academic success was identified (the effect of inversion); i.e. some mental representations indices are highly developed, but the quality of education is low and individual resource is hard to implement in everyday life. Academic progress index, high level of studying and professional competences acquirement orientation as well as the activity factor are defined as measures of academic success mental representations splitting in groups. These results and conclusions prove the scientific fact that mental representations have an influence on the students’ academic success. This influence is multidimensional and vague. These facts offer a challenge of the research in considering highly-effective psychotechnologies for developing mental representations in general and students’ academic success in particular.

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“…The people who self-regulate their learning have a greater capacity to select and structure the content they must learn [2]. They can adapt teaching strategies to perform better [9][10][11], reflect, participate with initiative, engagement [12,13], perseverance, and Sustainability 2022, 14, 11239 2 of 17 proactivity in their learning [11,14,15] have firmer self-efficacy beliefs [11,16,17], become goal-oriented in a particular domain [18], adjust more easily to university life [14], and persist in their careers [19][20][21], especially during the COVID-19 pandemic's confinement and health restrictions [22].…”

Section: Introductionmentioning

confidence: 99%

Learning Self-Regulation Questionnaire (SRQ-L): Psychometric and Measurement Invariance Evidence in Peruvian Undergraduate Students

Merino-Soto

Chávez-Ventura²,

López-Fernández³

et al. 2022

Sustainability

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Given the theoretical and applied importance of self-regulation in learning, our study aimed to report the internal structure of the psychometric properties of the Learning Self-Regulation Questionnaire. Five hundred and ninety-six Peruvian university students participated in their first to tenth semesters on campuses in Lima, Trujillo, and Cajamarca. Nonparametric scalability, dimensionality, reliability (score and item levels), and latent invariance were analyzed. The results showed that reducing the number of response options was necessary. Reducing the number of items also produced better scaling. Two slightly related dimensions were strong internal validity and acceptable item reliability; furthermore, reliability was adequate. Age and gender had trivial correlations in item variability. Finally, differences between the semesters were obtained in the means, variances, and latent correlations. In conclusion, we propose a better definition of the constructs of autonomy and control measured by the SRQ-L. This article also discusses the limitations and implications of the study.

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Self-efficacy and academic success among diverse first-generation college students: The mediating role of self-regulation

Cited by 12 publications

References 44 publications

The effect of smartphone dependence on learning burnout among undergraduates: the mediating effect of academic adaptability and the moderating effect of self-efficacy

The effect of smartphone dependence on learning burnout among undergraduates: the mediating effect of academic adaptability and the moderating effect of self-efficacy

Mental Representations as The Students’ Academic Success Predictor

Learning Self-Regulation Questionnaire (SRQ-L): Psychometric and Measurement Invariance Evidence in Peruvian Undergraduate Students

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