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Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance

Johan Ferla (UGent) , Martin Valcke (UGent) and Gilberte Schuyten (UGent)
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Abstract
Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students’ achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However, this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results.
Keywords
MIDDLE SCHOOL STUDENTS, COLLEGE-STUDENTS, EFFICACY BELIEFS, KNOWLEDGE CONSTRUCTION, MEDIATIONAL ANALYSIS, PREDICTIVE-VALIDITY, GOAL ORIENTATIONS, STRATEGIES, MATHEMATICS, ABILITY, Academic performance, Academic self-concept, Academic self-efficacy, Learning approaches, Judgments of self-perceived competence, Achievement motivation, Perceived level of understanding, Self-efficacy for self-regulated learning

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Chicago
Ferla, Johan, Martin Valcke, and Gilberte Schuyten. 2010. “Judgments of Self-perceived Academic Competence and Their Differential Impact on Students’ Achievement Motivation, Learning Approach, and Academic Performance.” European Journal of Psychology of Education 25 (4): 519–536.
APA
Ferla, Johan, Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 25(4), 519–536.
Vancouver
1.
Ferla J, Valcke M, Schuyten G. Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 2010;25(4):519–36.
MLA
Ferla, Johan, Martin Valcke, and Gilberte Schuyten. “Judgments of Self-perceived Academic Competence and Their Differential Impact on Students’ Achievement Motivation, Learning Approach, and Academic Performance.” EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 25.4 (2010): 519–536. Print.
@article{1844776,
  abstract     = {Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students’ achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However, this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results.},
  author       = {Ferla, Johan and Valcke, Martin and Schuyten, Gilberte},
  issn         = {0256-2928},
  journal      = {EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION},
  keywords     = {MIDDLE SCHOOL STUDENTS,COLLEGE-STUDENTS,EFFICACY BELIEFS,KNOWLEDGE CONSTRUCTION,MEDIATIONAL ANALYSIS,PREDICTIVE-VALIDITY,GOAL ORIENTATIONS,STRATEGIES,MATHEMATICS,ABILITY,Academic performance,Academic self-concept,Academic self-efficacy,Learning approaches,Judgments of self-perceived competence,Achievement motivation,Perceived level of understanding,Self-efficacy for self-regulated learning},
  language     = {eng},
  number       = {4},
  pages        = {519--536},
  title        = {Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance},
  url          = {http://dx.doi.org/10.1007/s10212-010-0030-9},
  volume       = {25},
  year         = {2010},
}

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