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ERIC Number: EJ1425310
Record Type: Journal
Publication Date: 2024-Jun
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-8211
EISSN: EISSN-1465-3435
"Why Should You Believe in Yourself?" Students' Performance-Approach Goals Shape Their Approach to Learning through Self-Efficacy: A Longitudinal Analysis
Ramona Palo?; Delia Vîrga; Norberth Okros
European Journal of Education, v59 n2 e12624 2024
Based on the Achievement Goals Theory and Students' Approaches to Learning, we proposed a model in which students' self-efficacy acts as a mediator between students' performance-approach goals orientation and their approach to learning in dealing with academic tasks throughout an academic year. We used structural equation modelling (SEM) to test the model on a sample of 565 first-year university students at three different moments. The results showed that self-efficacy in academic tasks at T2 totally mediated the relationship between performance-approach goals at T1 and the deep approach at T3 and partially the relationship with the surface approach at T3. The results underline that if the direct effect of performance-approach goals is that of the surface approach intensification without any impact on the deep approach, an increase in the deep approach and a decline in the surface approach can be observed through self-efficacy in academic tasks.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A