Testing interest and self-efficacy as predictors of academic self-regulation and achievement
DC Field | Value | Language |
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dc.contributor.author | Lee, Woogul | - |
dc.contributor.author | Lee, Myung-Jin | - |
dc.contributor.author | Bong, Mimi | - |
dc.date.accessioned | 2021-09-05T10:00:00Z | - |
dc.date.available | 2021-09-05T10:00:00Z | - |
dc.date.created | 2021-06-15 | - |
dc.date.issued | 2014-04 | - |
dc.identifier.issn | 0361-476X | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/98821 | - |
dc.description.abstract | We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables. (C) 2014 Elsevier Inc. All rights reserved. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | ACADEMIC PRESS INC ELSEVIER SCIENCE | - |
dc.subject | GENDER-DIFFERENCES | - |
dc.subject | CHILDRENS SELF | - |
dc.subject | MATHEMATICS | - |
dc.subject | STUDENTS | - |
dc.subject | BELIEFS | - |
dc.subject | PERFORMANCE | - |
dc.subject | MOTIVATION | - |
dc.subject | GOALS | - |
dc.subject | STRATEGIES | - |
dc.subject | CLASSROOM | - |
dc.title | Testing interest and self-efficacy as predictors of academic self-regulation and achievement | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Lee, Woogul | - |
dc.contributor.affiliatedAuthor | Bong, Mimi | - |
dc.identifier.doi | 10.1016/j.cedpsych.2014.02.002 | - |
dc.identifier.scopusid | 2-s2.0-84897727632 | - |
dc.identifier.wosid | 000337337400002 | - |
dc.identifier.bibliographicCitation | CONTEMPORARY EDUCATIONAL PSYCHOLOGY, v.39, no.2, pp.86 - 99 | - |
dc.relation.isPartOf | CONTEMPORARY EDUCATIONAL PSYCHOLOGY | - |
dc.citation.title | CONTEMPORARY EDUCATIONAL PSYCHOLOGY | - |
dc.citation.volume | 39 | - |
dc.citation.number | 2 | - |
dc.citation.startPage | 86 | - |
dc.citation.endPage | 99 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | GENDER-DIFFERENCES | - |
dc.subject.keywordPlus | CHILDRENS SELF | - |
dc.subject.keywordPlus | MATHEMATICS | - |
dc.subject.keywordPlus | STUDENTS | - |
dc.subject.keywordPlus | BELIEFS | - |
dc.subject.keywordPlus | PERFORMANCE | - |
dc.subject.keywordPlus | MOTIVATION | - |
dc.subject.keywordPlus | GOALS | - |
dc.subject.keywordPlus | STRATEGIES | - |
dc.subject.keywordPlus | CLASSROOM | - |
dc.subject.keywordAuthor | Self-regulation | - |
dc.subject.keywordAuthor | Self-efficacy | - |
dc.subject.keywordAuthor | Interest | - |
dc.subject.keywordAuthor | Grade goal | - |
dc.subject.keywordAuthor | Achievement | - |
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