Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis

Stajković, Alexander D.; Bandura, Albert; Locke, Edwin A.; Lee, Dongseop; Sergent, Kayla

doi:10.1016/j.paid.2017.08.014

Cited by 236 publications

(258 citation statements)

References 43 publications

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“…Our examination revealed that control appraisals were predicted by low levels of neuroticism and high levels of conscientiousness and openness to experience. The collective influence of neuroticism, conscientiousness, and openness to experience on control appraisals is consistent with recent meta‐analytic work demonstrating the impact of personality factors on self‐efficacy and learners' beliefs about their ability to initiate action that leads to specific academic outcomes (Stajkovic et al, ). In line with that work, multiple sources of information are used to determine a degree of perceived efficacy or control—comparing the goal state to the current perceived ability level.…”

Section: Discussionsupporting

confidence: 84%

“…Furthermore, reliability analyses indicated the neuroticism (Ordinal Cronbach's α = .84, Ordinal McDonald's ω = .88), extraversion (Ordinal Cronbach's α = .89, Ordinal McDonald's ω = .93), openness to experience (Ordinal Cronbach's α = .79, Ordinal McDonald's ω = .84), agreeableness (Ordinal Cronbach's α = .86, Ordinal McDonald's ω = .88), and conscientiousness (Ordinal Cronbach's α = .83, Ordinal McDonald's ω = .88) subscales demonstrate acceptable internal consistency in the current examination. Importantly, we chose to focus on responses provided to the openness to experience, neuroticism, conscientiousness subscales because of past work suggesting these constructs are related to perceptions of SE and TV (Stajkovic et al, ; Tempelaar et al, ).…”

Section: Methodsmentioning

confidence: 99%

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The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety

Thomas

Cassady

2019

Psychology in the Schools

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Cognitive test anxiety is a considerable barrier to academic success. The control value theory of achievement emotions suggests emotions within academic situations—including test‐anxious responses—follow from control and value appraisals. Furthermore, the control value theory suggests a multitude of individual‐level factors that influence appraisals. However, few investigations have explored the interactive influence of enduring personality traits and control and value appraisals on the experience of cognitive test anxiety. The current study was designed to explore the relationship among openness to experience, neuroticism, conscientiousness, control and value appraisals, and cognitive test anxiety. Participants (N = 481) completed the Big Five Inventory, the Motivated Strategies for Learning Questionnaire, and the Cognitive Test Anxiety Scale‐Short Form. Using exploratory structural equation modeling, we demonstrated that value and control appraisals were important predictors of cognitive test anxiety. Furthermore, results indicated that openness to experience was a positive predictor of value appraisals. Finally, results indicated that higher levels of control appraisals were associated with higher levels of conscientiousness and openness to experience and lower levels of neuroticism. These findings have important implications for our understanding of the determinants of cognitive test anxiety and have implications for efforts designed to identify test‐anxious students.

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Section: Discussionsupporting

confidence: 84%

Section: Methodsmentioning

confidence: 99%

The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety

Thomas

Cassady

2019

Psychology in the Schools

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“…This distinction is evident in Stajkovic et al. (), who find that self‐efficacy and the Big‐Five personality traits have correlations ranging from 0.07 to 0.25.…”

Section: Self‐efficacy and Financial Decision Makingmentioning

confidence: 97%

Noncognitive Abilities and Financial Delinquency: The Role of Self‐Efficacy in Avoiding Financial Distress

Kuhnen¹,

Melzer

2018

The Journal of Finance

111

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We investigate a novel determinant of financial distress, namely, individuals' self‐efficacy, or belief that their actions can influence the future. Individuals with high self‐efficacy are more likely to take precautions that mitigate adverse financial shocks. They are subsequently less likely to default on their debt and bill payments, especially after experiencing negative shocks such as job loss or illness. Thus, noncognitive abilities are an important determinant of financial fragility and subjective expectations are an important factor in household financial decisions.

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“…Albert Bandura dışında Dale Schunk, Frank Pajares ve Barry Zimmerman eğitim alanında öz yeterlikle ilgili birçok çalışma ortaya koymuştur. Bu çalışmalar öz yeterliğin eğitim alanında önemli etkileri olduğunu göstermektedir (Stajkovic et al, 2018;Bandura, 2018;Zimmerman, 2017) Bu tanımlardan yola çıkarak öğretmenler yeterliliklerinin farkında olduklarında hem daha iyi bir eğitim verebilmek için yetenek ve bilgilerinden faydalanacak hem de eksikliklerini gidermek için çaba gösterecektir. Bireylerin öz yeterliklerinin yanı sıra öğretmenin kendi becerileri doğrultusunda alanı ve mesleği ile ilgili yeterlilik inancına sahip olması gerekir.…”

Section: Introductionunclassified

Evaluation of some factors affecting self-efficacy beliefs of students studying in teacher education departments<p>Öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesi

Şenel

Tamer

2018

HumanSciences

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The aim of this study was to evaluate some factors affecting self-efficacy beliefs of students in physical education and sport teacher department and students in the other fields of teacher education departments. Total of 515 students from Physical Education and Sport Teacher Department, Science Teacher Education, Mathematics Teacher Education, Social Studies Teacher Education, Music Teacher Education and Art Teacher Education Departments at Gazi University Faculty of Education participated in the study. Collected data was analyzed in SPSS 16.0 program by using Pearson Product Correlation test. Confirmatory Factor Analysis (CFA) in AMOS (Analysis of Moment Structure) was done for the sample group conformity of scales. As a result of literature review made before study, a structural equation model was hypothesized. Consequently, by examining the model fit indexes of hypothesized model, it can be concluded that having high level of emotional intelligence decreased academic burnout level of students and correspondingly academic and general self-efficacy beliefs were increased. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmanın amacı, beden eğitimi ve spor öğretmenliği bölümü ile diğer alanların öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesidir. Araştırmaya Gazi Üniversitesi Beden Eğitimi ve Spor Yüksekokulu Beden Eğitimi ve Spor Öğretmenliği, Eğitim Fakültesi Fen Bilgisi Öğretmenliği, Matematik Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Müzik Öğretmenliği ve Resim Öğretmenliği bölümlerinden toplam 515 öğrenci katılmıştır. Veriler, SPSS 16.0 paket programında Pearson Product Correlation testi kullanılarak analiz edilmiştir. Ayrıca duygusal zeka, genel öz yeterlik, akademik tükenmişlik ve akademik öz yeterlik ölçeklerin[a1] in[E2] örneklem grubuna uygunluğunun belirlenmesi için AMOS (Analysis of Moment Structure) programında Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Araştırma öncesinde yapılan literatür taraması sonucunda bir yapısal eşitlik modeli hipotez edilmiştir. Sonuç olarak, hipotez edilen modelin uyum indekslerine bakarak duygusal zekâ seviyesi yüksek olan öğrencilerin akademik tükenmişliğinin düşeceği buna bağlı olarak akademik öz yeterlik ve genel öz yeterlik inançlarının artacağı söylenebilir.

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Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis

Cited by 236 publications

References 43 publications

The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety

The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety

Noncognitive Abilities and Financial Delinquency: The Role of Self‐Efficacy in Avoiding Financial Distress

Evaluation of some factors affecting self-efficacy beliefs of students studying in teacher education departments<p>Öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesi

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