Academic Self-Efficacy Beliefs and Quality of Experience in Learning

Autor/inn/en	Bassi, Marta; Steca, Patrizia; Delle Fave, Antonella; Caprara, Gian Vittorio
Titel	Academic Self-Efficacy Beliefs and Quality of Experience in Learning
Quelle	In: Journal of Youth and Adolescence, 36 (2007) 3, S.301-312 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-006-9069-y
Schlagwörter	Learning Activities; Self Efficacy; Academic Ability; Foreign Countries; Self Concept; Academic Aspiration; Homework; Time on Task; Learning Motivation; Adolescents; Italy + Suchen Sie Ihr Suchwort? Lernaktivität; Self-efficacy; Selbstwirksamkeit; Ausland; Selbstkonzept; Hausaufgabe; Zeitaufwand; Motivation for studies; Lernmotivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Italien
Abstract	This study investigated learning activities and associated quality of experience of students with different levels of perceived academic self-efficacy. Two groups were formed out of 130 Italian adolescents (age 15-19), one with high and one with low academic self-efficacy beliefs (31 and 32 participants, respectively). Students provided valuation of academic pursuits and aspirations, and were monitored for one week with experience sampling method (ESM). Attention was paid to the association of learning activities with optimal experience, characterized by high perceived environmental challenges matched by high personal skills, involvement, concentration and intrinsic reward. High self-efficacy students reported higher academic aspirations and pursuits than low self-efficacy students. They also spent more time in homework, and primarily associated learning activities with optimal experience. Results have educational implications in fostering motivation and enjoyment in learning. They also provide empirical support for the combination of self-efficacy beliefs and quality of experience in motivational research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10