Success breeds success, especially when self-efficacy is related with an internal attribution of causality

Salanova, Marisa; Martínez, Isabel María Martínez; Llorens, Susana

doi:10.1174/021093912800676420

Cited by 32 publications

(27 citation statements)

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“…It is possible to promote internal attributions about the achieved performance (Salanova, Martínez & Llorens, 2012); or training activities can be carried out, oriented toward continuous learning and avoiding failure, with an appropriate attitude, and persevering when failure is present. Also, teachers can encourage students and provide 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64them with positive feedback, thereby stimulating positive emotions.…”

Section: Practical Implicationsmentioning

confidence: 99%

How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

et al. 2018

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Abstract:The present study, based on broaden-and-build theory, examines the relationship between study-related positive emotions and academic performance, and the mediating role of psychological capital in this relationship. A sample of 639 Chilean high school students between 14 and 17 years old was used. Through structural equation modelling (SEM), -as hypothesized-a statistically significant indirect effect was found between study-related positive emotions and academic performance via psychological capital. Students' study-related positive emotions were related to better academic performance through positive relationships with their levels of psychological capital (i.e., efficacy, hope, optimism, and resilience). Theoretical and practical implications of the results are discussed, limitations are mentioned, and future research directions are proposed. Powered by Editorial Manager® and ProduXion Manager® from Aries Systems CorporationRunning Head: POSITIVE EMOTIONS, PSYCHOLOGICAL CAPITAL AND ACADEMIC PERFORMANCE 1 How Psychological Capital Mediates Between Study-Related Positive Emotions and Academic Performance AbstractThe present study, based on broaden-and-build theory, examines the relationship between study-related positive emotions and academic performance, and the mediating role of psychological capital in this relationship. A sample of 639 Chilean high school students between 14 and 17 years old was used. Through structural equation modelling (SEM), -as hypothesized-a statistically significant indirect effect was found between study-related positive emotions and academic performance via psychological capital. Students' studyrelated positive emotions were related to better academic performance through positive relationships with their levels of psychological capital (i.e., efficacy, hope, optimism, and resilience). Theoretical and practical implications of the results are discussed, limitations are mentioned, and future research directions are proposed.Keyword: positive emotions; psychological capital; academic performance Abstract Running Head: POSITIVE EMOTIONS, PSYCHOLOGICAL CAPITAL AND ACADEMIC PERFORMANCE 2The recent shift from a negative perspective focused on problems and deficits to a more positive perspective focused on strengths and personal resources has aroused considerable attention in educational research (Seligman, Ernst, Gilham, Reivich & Linkins, 2009;Stiglbauer, Gnambs, Gamsjäger & Batinic, 2013).In this context, psychological capital (PsyCap) has begun to be assessed in educational settings (Datu, King & Valdez, 2016;Luthans, Luthans & Jensen, 2012;Siu, Bakker & Jiang, 2014;You, 2016). However, previous studies focused only on academic outcomes, and not on their antecedents. The broaden-and-build theory (B&B;Fredrikson, 1998; 2001) offers a conceptual framework with which to understand how the experience of positive emotions may explain the presence of students' PsyCap (and other personal resources) and its direct and indirect impact on academic performance. However, we know very litt...

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Section: Practical Implicationsmentioning

confidence: 99%

How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

et al. 2018

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“…Öz-yeterlik içsel yüklemelerle ilişkilidir ve gelecekteki başarılar üzerinde olumlu bir etkiye sahiptir. Aynı şekilde, dışsal yüklemelerle de bağlantılıdır ve gelecekteki akademik başarılar üzerinde olumsuz etkiye sahiptir (Salanova, Martínez;Lorens, 2012). Güdü ve başarıyı bu dört yükleme dışında aile ve öğretmen gibi sosyal etkilerin de etkilediği belirlenmiştir (McClure ve diğ., 2011;Oishi & Sullivan, 2005;Wentzel, 1998).…”

Section: Introductionunclassified

Öğretmen Adaylarının Öz-yeterlik Algıları ve Başarı/Başarısızlık Yüklemeleri: Boylamsal Bir Araştırma

Baltaoğlu¹

2015

İlköğretim Online

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ABSTRACT. The purpose of this study is to describe self-efficacy and success/failure attributions of prospective teachers undergoing education in the same university, and to comparatively address variation of these by years. The study is a descriptive research as it is intended to comparatively analyse the variation of selfefficacy and success/failure attributions of prospective teachers by years. It is a longitudinal study as comparisons are based on data collected during education of the same groups in 2 nd and 4 th grades. The data of the study were collected from the groups in the sample with an interval of two years (2 nd and 4 th grades) (n=296). The data were collected by means of Teacher Self-Efficacy Scale and Success/Failure Attributions Scale. As a consequence of the study, it was seen that self-efficacy perceptions of prospective teachers increased, while their success and failure attributions decreased, and self-efficacy perceptions of senior students were rather positive. Key Words: Teacher Self-efficacy, Prospective Teachers, Success/Failure Attributions SUMMARY Purpose and significance: Educational lives of teachers are of great significance in terms of having high sense of self-efficacy and attributing to success. Therefore, the extent to which prospective teachers possess these characteristics throughout their educational lives and whether the process contributes to variation of characteristics are important. This study attempts to answer the following questions as it is intended to describe self-efficacy and success/failure attributions of prospective teachers undergoing education in the same university, and to comparatively address variation of these by years. 1) What is the level of teacher self-efficacy perceptions and success/failure attributions of prospective teachers and do these exhibit significant variations by years? 2) Do teacher self-efficacy perceptions and success/failure attributions of prospective teachers exhibit a significant variation in terms of the joint effect of year and gender? 3) Do teacher self-efficacy perceptions and success/failure attributions of prospective teachers exhibit a significant variation in terms of the joint effect of year and department? Methods: The study is a descriptive research as it is intended to comparatively analyse the variation of self-efficacy and success/failure attributions of prospective teachers by years. On the other hand, it can also be stated that the study is a longitudinal research as comparisons are based on data collected during the education of the same groups in 2 nd and 4 th grades. The data of the study were collected by means of Teacher Self-Efficacy Scale and Success/Failure Attributions Scale. The data were collected from the groups in the sample with an interval of two years (2 nd and 4 th grades). Results: As a consequence of this study, which longitudinally analyses self-efficacy perceptions and success and failure attributions of prospective teachers, it was seen that self-efficacy perceptions of prospective teachers i...

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“…La eficacia ha sido considerada por algunos estudios como fundamental en el proceso del burnout, explicando que este fenómeno puede considerarse como la crisis de la eficacia (Salanova, Bresó y Schaufeli, 2005;Salanova, Cifre, Grau, Llorens y Martínez, 2005) y que la eficacia es un predictor importante del burnout académico (Durán, Extremera, Rey, Fernández-Berrocal y Montalbán, 2006;Salanova, Martínez y Llorens, 2012;Schwarzer y Hallum, 2008). Existe por tanto una relación negativa entre la dimensión de eficacia percibida y el burnout.…”

Section: El Burnout Académicounclassified

“…En la Teoría Socio-Cognitiva, la autoeficacia es entendida como la "creencia en las capacidades propias del individuo para organizar y ejecutar cursos de acción necesarios para alcanzar determinados objetivos" (Bandura, 1997, pág. 3), afectando a su comportamiento, motivación y perseverancia en el logro de dichos objetivos (Hultell, Melin y Gustavsson, 2013). La auto-percepción sobre las capacidades, entre otros factores, afecta al procesamiento cognitivo de la información sobre el propio desempeño, y conocer estos efectos nos permite comprender las condiciones bajo las que las personas sacan el máximo de sus experiencias de dominio (Salanova et al, 2012). La autoeficacia en estudiantes universitarios es concebida como la seguridad y la confianza que dichos estudiantes tienen en sus habilidades para afrontar y desarrollar las tareas y actividades académi-cas que le son encomendadas (García-Ros y Pérez-González, 2011).…”

Section: Autoeficacia En Estudiantes Universitariosunclassified

“…Estos estudios concluyen, apoyados sobre la Teoría Socio-Cognitiva, que la crisis de la competencia puede tener un impacto negativo en la auto-percepción de la eficacia del propio sujeto, originando el desarrollo del burnout. Considerando el sentido descrito de ésta relación, que para algunos investigadores la crisis de la eficacia está identificada indisolublemente con el burnout (García-Renedo, Llorens, Cifre y Salanova, 2006;Salanova, Cifre et al, 2005) y que la autoeficacia conduce al éxito académico (García-Ros y Pérez- Salanova et al, 2012), pensamos que para revertir y prevenir el burnout y mejorar el rendimiento académico de estudiantes podría ser especialmente efectivo el desarrollo de estrategias orientadas a producir un impacto positivo en la autoeficacia del aprendiz. Estas estrategias podrían ser de tipo terapéu-tico y/o educativo.…”

Section: Discusión Y Conclusionesunclassified

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Burnout y Desarrollo de Competencias en la Formación Inicial de Maestros

Rodríguez-Hidalgo

Calmaestra

Dios

2017

EJREP

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ResumenIntroducción. El síndrome de burnout afecta negativamente al rendimiento académico. Se somete a estudio la relación entre burnout académico y la auto-percepción del desarrollo de competencias durante la formación inicial de maestros. Resultados. El grupo con alto nivel de burnout presenta niveles más bajos de auto-percepción en el desarrollo competencias. Solo una dimensión del burnout, eficacia, se asociaba positivamente con la auto-percepción del desarrollo de competencias. Discusión y conclusiones. Se infiere la necesidad de realizar un trabajo formativo que estimule el desarrollo y la auto-percepción de las competencias personales y sistémi-co/contextuales.

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Success breeds success, especially when self-efficacy is related with an internal attribution of causality

Cited by 32 publications

References 36 publications

How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

Öğretmen Adaylarının Öz-yeterlik Algıları ve Başarı/Başarısızlık Yüklemeleri: Boylamsal Bir Araştırma

Burnout y Desarrollo de Competencias en la Formación Inicial de Maestros

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