Self-Efficacy and Academic Achievement – A Case From Turkey
Self-Efficacy and Academic Achievement – A Case From Turkey
复制标题
自我效能感与学业成就——来自土耳其的案例
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Yaman Köseoğlu
中科院分区：
文献类型：
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作者：
Yaman Köseoğlu
在预测学业成就时，考虑了大学生的动机倾向、认知和元认知方法以及资源管理能力等问题。大学一年级学生填写了 采用动机策略问卷、内隐智力理论量表、成就目标量表和自报平均成绩，进行多元协方差分析，结果表明，自我效能感低的学生倾向于认为智力是内在的，是不可改变的。此外，分层多元回归分析显示，努力调节、自我效能感和寻求帮助可以解释GPA差异的21%。研究还发现，自我效能感与GPA之间的关系部分通过努力调节来调节。此外，由于自我效能感的学生能够分析和控制自己的冲动，并在面对挑战时茁壮成长，他们在学业上表现出色。这些发现的推论，教育工作者可能更喜欢专注于通过加强自我效能感和努力调节来提高学业成绩的目标进行了讨论。关键词：目标、学业成就、努力调节、自我效能
The issues of motivational inclinations, cognitive and meta-cognitive approaches and resource management abilities of university students are considered in predicting academic achievement. First-year university students filled in the Motivated Strategies Learning Questionnaire, completed the Implicit Theories of Intelligence Scale, answered the Achievement Goal Inventory Scale, and self-reported their grade point averages. A multivariate analysis of co-variance (MANCOVA) indicated that students with low self-efficacy were inclined to believe that intelligence is inherent and cannot be changed. It also indicated that students with high self-efficacy preferred mastery goals, which entailed challenges and new knowledge, as well as performance goals that comprised good grades and surpassing others. Additionally, a hierarchical multiple regression analysis revealed that effort-regulation, self-efficacy, and help-seeking explained 21% of the variance in GPA. It was also found that the relationship between self-efficacy and GPA was partially mediated by effort-regulation. Additionally, on account of the fact that students with self-efficacy were able to analyze and control their impulses and thrive in the face of challenge, they excelled academically. Inferences of these findings for educators who may prefer to focus on the objective of increasing academic achievement by strengthening self-efficacy and effort-regulation are also discussed. Keywords: Goals, academic achievement, effort-regulation, self-efficacy
影响因子：
7.6
作者：
Grant, H;Dweck, CS
通讯作者：
Dweck, CS
DOI：
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发表时间：
1991-02
期刊：
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影响因子：
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作者：
D. Schunk
通讯作者：
D. Schunk