Relationship between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study

Autor/inn/en	Alivernini, Fabio; Lucidi, Fabio
Titel	Relationship between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study
Quelle	In: Journal of Educational Research, 104 (2011) 4, S.241-252 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Self Efficacy; Academic Achievement; Intention; Student Motivation; High School Students; Social Environment; Correlation; Longitudinal Studies; Role; Socioeconomic Status; Teacher Attitudes; Personal Autonomy; Predictor Variables + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulleistung; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziales Umfeld; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Individuelle Autonomie; Prädiktor
Abstract	By means of a longitudinal design the authors sought to determine the role of students' self-determined motivation in reducing the intention to drop out of high school over time, while taking into account the impact of academic performance and of socioeconomic status. The effects of students' self-efficacy and perceived support from parents and teachers were examined. A total of 426 students of grades 9-13 completed self-report estimates and their official school grades were also taken into consideration. Results showed that the level of self-determined motivation in students, which was directly related to the perception of teachers' autonomy support, was the best predictor of the intention to drop out of school. Self-efficacy had a significant impact both on self-determined motivation and academic performance. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10