Literaturnachweis - Detailanzeige
Autor/inn/en | Zuffiano, Antonio; Alessandri, Guido; Gerbino, Maria; Kanacri, Bernadette Paula Luengo; Di Giunta, Laura; Milioni, Michela; Caprara, Gian Vittorio |
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Titel | Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning beyond Intelligence, Personality Traits, and Self-Esteem |
Quelle | In: Learning and Individual Differences, 23 (2013), S.158-162 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1041-6080 |
DOI | 10.1016/j.lindif.2012.07.010 |
Schlagwörter | Academic Achievement; Intelligence; Self Efficacy; Personality Traits; Foreign Countries; Metacognition; Prediction; Gender Differences; Socioeconomic Status; Grade 8; Self Esteem; Junior High School Students; Measures (Individuals); Regression (Statistics); Italy Schulleistung; Intelligenz; Klugheit; Self-efficacy; Selbstwirksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; School year 08; 8. Schuljahr; Schuljahr 08; Self-esteem; Selbstaufmerksamkeit; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Messdaten; Regression; Regressionsanalyse; Italien |
Abstract | The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87 females) eighth grade students (M[subscript age] = 13.47) in a junior high school located in a small town near Rome (Italy). All measures were administered at the beginning of eighth grade. Hierarchical regression analysis supported the unique contribution of SESRL on academic achievement at the end of the school year. Theoretical and practical implications are discussed. (Contains 2 tables.) (As Provided). |
Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |