Literaturnachweis - Detailanzeige
| Autor/inn/en | Gorges, Julia; Göke, Thomas |
|---|---|
| Titel | How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks. Gefälligkeitsübersetzung: Woher weiß ich was ich tun kann? Antizipierende Erwartung von Erfolg bezüglich neuartiger akademischer Aufgaben. |
| Quelle | In: British journal of educational psychology, 85 (2015) 1, S. 75-90Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 0007-0998; 2044-8279 |
| DOI | 10.1111/bjep.12064 |
| Schlagwörter | Fähigkeit; Selbstkonzept; Selbstwirksamkeit; Studienleistung; Erfahrungsniveau |
| Abstract | Investigated how individuals establish expectancy of success regarding novel academic tasks. It is hypothesized that individuals draw on ability beliefs regarding known tasks that are deemed similar to novel tasks to estimate expectancy of success (generalization hypothesis). Participants were 354 first-year students in the field of business administration (Study 1, mean age 21 years), and 174 psychology students (Study 2, mean age 24 years) predominantly. In Study 1, relations between ability beliefs (that is, academic self concepts of ability) regarding four school subjects and four fields of study varying in similarity were analyzed. In Study 2, mastery experience was assessed regarding two school subjects and expectancy of success (that is, self-efficacy) regarding a fictitious course manipulating participants' similarity judgment. Data were analyzed using mainly structural equation modeling. Results support the generalization hypothesis regarding both indicators of expectancy of success (that is, self-concept and self-efficacy). Subject-specific self-concepts of ability predicted study-related self-concepts of ability according to individuals' similarity judgments. Subject-specific mastery experience predicted expectancy of success only if the respective school subject is emphasized in the course description. It is concluded that individuals draw on established ability beliefs regarding known tasks to inform their expectancy of success regarding novel tasks. Findings are regarded as furthering the understanding of the development of motivation to learn in adulthood. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2026/3 |
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