Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning beyond Intelligence, Personality Traits, and Self-Esteem

Autor/inn/en	Zuffiano, Antonio; Alessandri, Guido; Gerbino, Maria; Kanacri, Bernadette Paula Luengo; Di Giunta, Laura; Milioni, Michela; Caprara, Gian Vittorio
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10