ACADEMIC SELF-EFFICACY AND MALLEABILITY OF RELEVANT CAPABILITIES AS PREDICTORS OF EXAM PERFORMANCE

IF 2.2 4区教育学 Q1 Social Sciences

Journal of Experimental Education Pub Date : 1997-01-01 DOI:10.1080/00220979709601395

A. Vrugt, M. Langereis, J. Hoogstraten

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引用次数: 93

Abstract

In accordance with Wood and Locke's (1987) findings, the 1st study was based on the prediction that academic self-efficacy (ASE) and personal goals of psychology freshmen (N = 438) would contribute to exam performance. Although the results supported this prediction, they were less strong than those of Wood and Locke. The timing of the ASE measurement appeared to be relevant. In the 2nd study, the authors predicted that self-efficacy appraisals, together with beliefs con cerning the malleability of ability, would influence exam performance and the attri bution of failure to lack of talent. The participants with high self-efficacy appraisals and strong malleability beliefs ascribed failure less to lack of talent than those with low self-efficacy appraisals and weak malleability beliefs did. This difference occurred between participants with high and low intelligence. Differences between the exam scores occurred only in the high-intelligence group: The exam performance of the participants with high self-efficacy appraisals and strong malleability beliefs was better than that of the participants with low self-efficacy appraisals and weak malleability beliefs.

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学业自我效能感和相关能力的可塑性作为考试成绩的预测因子

根据Wood和Locke(1987)的研究结果，第一项研究是基于预测心理学新生(N = 438)的学业自我效能感(academic self-efficacy, ASE)和个人目标对考试成绩的影响。尽管结果支持这一预测，但它们不如Wood和Locke的预测有力。ASE测量的时间似乎是相关的。在第二项研究中，作者预测自我效能感的评价，以及对能力可塑性的信念，会影响考试成绩和将失败归因为缺乏才能。自我效能评价高、延展性信念强的被试较少将失败归咎于缺乏才能，而自我效能评价低、延展性信念弱的被试则相反。这种差异发生在高智商和低智商的参与者之间。考试成绩的差异只出现在高智商组:自我效能评价高、可塑性信念强的参与者的考试成绩优于自我效能评价低、可塑性信念弱的参与者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Experimental Education Multiple-

CiteScore

6.70

自引率

0.00%

发文量

期刊介绍： The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.