SELF-MOTIVATION FOR ACADEMIC ATTAINMENT - THE ROLE OF SELF-EFFICACY BELIEFS AND PERSONAL GOAL-SETTING

被引:752
作者
ZIMMERMAN, BJ
BANDURA, A
MARTINEZPONS, M
机构
[1] STANFORD UNIV, DEPT PSYCHOL, STANFORD, CA 94305 USA
[2] CUNY BROOKLYN COLL, SCH EDUC, BROOKLYN, NY 11210 USA
关键词
D O I
10.3102/00028312029003663
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The causal role of students' self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students' self-efficacy and personal goals at the beginning of the semester served as predictors of students' final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students' final grades in social studies R = .56. Students' beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced the academic goals they set for themselves and their final academic achievement. Students' prior grades were predictive of their parents' grade goals for them, which in turn were linked to the grade goals students set for themselves. These findings were interpreted in terms of the social cognitive theory of academic self-motivation.
引用
收藏
页码:663 / 676
页数:14
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