University students setting goals in the context of autonomy, self‐efficacy and important goal‐related task engagement

Vieira, Edward T.; Grantham, Susan

doi:10.1080/01443410.2010.536508

Cited by 14 publications

(11 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Researchers have suggested that males engage in difficult tasks if they view themselves as being self-efficacious. Females, on the other hand, are inspired by challenging tasks only they feel they are important to them (Viera & Grantham, 2011). People who are not confident may avoid tasks that they find challenging (Seifert, 2004).…”

Section: Motivationmentioning

confidence: 99%

“…The feeling of competence can apply to dancers, because it motivates them to challenge themselves and enhance their skills. Unless students or people believe they can achieve satisfactory results by their actions, they have very little incentive to act (Viera & Grantham, 2011). As a teacher, it is important to believe that one's students can do well.…”

Section: Motivationmentioning

confidence: 99%

“…High levels of self-efficacy lead to more involvement and engagement. A goal that is considered important will require greater effort and commitment to achieve it (Viera & Grantham, 2011). High levels of engagement can lead to mastery type behavior.…”

Section: Motivationmentioning

confidence: 99%

See 2 more Smart Citations

Dance students at a two year college: making sense of their academic, cultural, and social world

López

2019

Research in Dance Education

View full text Add to dashboard Cite

The purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and a philosophy as asserted by Dimondstein (1985), (b) its legitimate place within the academy (the perception that university dance programs were vocational in nature with little academic value) as noted by Stinson (1990); and, more recently (c) the possibility of some resolution to make dance not only a performing art but an academic discipline in its own right (Savrami, 2012). The theoretical framework of social cognitive career theory was used but was modified to include only the tenets most frequently cited in the literature that directly influenced the career identity of dancers particularly in relation to their motivation to academically persist and graduate. The phenomenological analysis, in the tradition of Moustakas (1994) and Wertz (2005), produced an early thematic matrix of 18 codes that were reduced to six major themes: aspirations, academic commitment, emotional identification, anticipated outcome or career expectation, vicarious learning, and challenges. One of the major recommendations included conducting a longitudinal study focusing on how students navigate an unpredictable job market, including the discussion of issues of workforce preparation in the academic curriculum and major. iv ACKNOWLEDGMENTS First and foremost, I would like to thank God for guiding me through my long educational journey. This dissertation was the result of hard work and valuable assistance from others. I am very grateful to my committee chair, Dr. Rosa Cintrón, for being so committed to my success. I would also like to acknowledge my parents, family and friends for their support during the difficult times of this process. In addition, I would like to thank the chair of the dance department for assisting me in finding participants for my study. I would also like to recognize my participants for giving their time to participate in my study. To my fellow doctoral cohort, thank you for your assistance and guidance. Finally, I would like to thank my dissertation committee members for their efforts in helping me produce the final product of this study. v TABLE OF CONTENTS LIST OF FIGURES .

show abstract

Section: Motivationmentioning

confidence: 99%

Section: Motivationmentioning

confidence: 99%

See 1 more Smart Citation

Dance students at a two year college: making sense of their academic, cultural, and social world

López

2019

Research in Dance Education

View full text Add to dashboard Cite

show abstract

“…To stay with our example, an item to assess autonomy might read "It is my free decision whether I want to train for and run a marathon 1 day." Usually studies fi nd high correlations between trait autonomy and self-ef fi cacy in speci fi c domains (Vieira & Grantham, 2011 ) . However, when autonomy is tested in relation to general self-ef fi cacy, the two constructs appear to have discriminant validity (Warner et al, 2011 ) .…”

Section: Other Concepts Distinct From Self-ef Fi Cacy Beliefsmentioning

confidence: 99%

Resilience in Children, Adolescents, and Adults

Prince‐Embury¹,

Saklofske²

2013

The Springer Series on Human Exceptionality

View full text Add to dashboard Cite

“…Dada a sua complexidade, o processo de adaptação ao ensino superior deve ser encarado numa perspetiva desenvolvimentista, particularmente para o caso dos estudantes tradicionais, uma vez que estes jovens se encontram numa fase de transição entre a adolescência e a idade adulta. O processo de adaptação ao ensino superior requer a ativação de competências adaptativas a um novo contexto, a mobilização de recursos pessoais e contextuais para o enfrentamento dos desafios emocionais, académicos, sociais e institucionais, assim como o desenvolvimento de novas estruturas de funcionamento pessoal e interpessoal (Chickering & Reisser, 1993;Freitas, Raposo, & Almeida, 2007;Margolis, 1981;Mattanah et al, 2004;Monteiro, 2008;Pinheiro, 2003;Seco, Casimiro, Pereira, Dias, & Custódio, 2005;Soares et al, 2001;Tinto, 1993;Vieira & Grantham, 2011). A este respeito, Chickering e Reisser (1993) propõem uma teoria baseada numa perspetiva desenvolvimentista e psicossocial segundo a qual o jovem adulto estudante do ensino superior deve desenvolver -se a partir de uma estrutura de sete vetores: desenvolver um sentido de competência intelectual, física e manual, e interpessoal; desenvolver e integrar as emoções, ou seja, aprender a controlar, reconhecer e canalizar as emoções de forma equilibrada; desenvolver autonomia em direção à independência emocional, instrumental e interdependência; desenvolver relações interpessoais saudáveis, respeitando as diferenças individuais; desenvolver a identidade, estando confortável com a aparência, sexo e orientação sexual; desen-volver um sentido de vida, descobrindo os interesses que o mobilizam; e, por último, desenvolver a integridade, optando por valores que resultam de escolhas pessoais.…”

Section: Introductionunclassified

Adaptação Pessoal e Emocional em Contexto Universitário: O Contributo da Personalidade, Suporte Social e Inteligência Emocional

Tomás

Ferreira

Araújo

et al. 2015

RPP

View full text Add to dashboard Cite

A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra.Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso.Adaptação pessoal e emocional em contexto universitário: o contributo da personalidade, suporte social e inteligência emocional Autor(es):Tomás, Rita Antunes; Ferreira, Joaquim Armando; Araújo, Alexandra M.; Almeida, Leandro S. AbstractAdaptation to college has been widely studied, due to the level of problems experienced by many students, which translate into academic failure and attrition. This study analyses the impact of personality, social support and emotional intelligence on personal and emotional adjustment in higher education. Participants were 217 first year students from the University of Coimbra. The results show that there are differences between men and women regarding personality factors -agreeableness and neuroticism -, as well as concerning attention to emotions measured as an aspect of emotional intelligence measure. Personality and social support are the variables that predict students' personal and emotional adjustment.

show abstract

University students setting goals in the context of autonomy, self‐efficacy and important goal‐related task engagement

Cited by 14 publications

References 54 publications

Dance students at a two year college: making sense of their academic, cultural, and social world

Dance students at a two year college: making sense of their academic, cultural, and social world

Resilience in Children, Adolescents, and Adults

Adaptação Pessoal e Emocional em Contexto Universitário: O Contributo da Personalidade, Suporte Social e Inteligência Emocional

Contact Info

Product

Resources

About