Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 4 of 4

Full-Text Articles in Education

Can Goal Specific Self-Efficacy Measures Predict Goal Choice: Understanding The 2x2 Achievement Goal Framework Through Self-Efficacy Theory, Richard James Lucido Jan 2012

Can Goal Specific Self-Efficacy Measures Predict Goal Choice: Understanding The 2x2 Achievement Goal Framework Through Self-Efficacy Theory, Richard James Lucido

Wayne State University Dissertations

The achievement goals that one adopts in an academic context have been shown to be associated with, as well as causally related to, important outcomes. Currently, the most widely accepted theory holds that achievement goals are the result of one's implicit

theory of intelligence. However, there is a lack of empirical support for this assertion. The current study tested the hypothesis that goal specific self-efficacy (self-efficacy measured separately for a mastery or performance outcome) is the primary driver of achievement goals. Two studies were conducted among a combined sample of 274

community college students. As was the case with ...


An Examination Of The Role Of School Climate In Adolescent Test Anxiety, Lea Ann Imasa Jan 2012

An Examination Of The Role Of School Climate In Adolescent Test Anxiety, Lea Ann Imasa

Wayne State University Dissertations

The purpose of this study was to examine intrapersonal and contextual variables in relation to test anxiety among adolescents. Participants (n=298) were students in grades seven and eight from a middle school in a suburb in southeastern Michigan. Academic self-concept was found to fully mediate the relation between academic performance (as measured by GPA) and test anxiety. The intrapersonal variables of perceived threat of tests, effortful control, and academic self-concept significantly predicted test anxiety. The contextual variables were unrealistic parental expectations and school climate. Unrealistic parental expectations was a predictor of test anxiety in a regression model including only ...


An Examination Of Relationship Experiences In Relation To Loneliness And Depressive Symptomatology In Emerging Adulthood, Stephanie Bernardon Jan 2012

An Examination Of Relationship Experiences In Relation To Loneliness And Depressive Symptomatology In Emerging Adulthood, Stephanie Bernardon

Wayne State University Dissertations

Emerging adulthood is a complex, multifaceted, unique and systems-oriented developmental period whereby individuals encounter a wide range of factors, each of which influence their subsequent adulthood outcomes (i.e., adaptive and maladaptive pathways). Given the importance of studying psychological adjustment and different types of loneliness in emerging adulthood, the purpose of the present study was to assess depressive symptomatology and family, social, and romantic loneliness in emerging adulthood. Specifically, the present study examined the impact of PARTheory (i.e., early relationship context), current attachment experiences in close relationships (i.e., current relationship context) and sense of mattering to family and ...


A Model Of Student Engagement And Academic Achievement: The Role Of Teacher-Student Relationships And Teacher Expectations, Aja C. Temple Jan 2012

A Model Of Student Engagement And Academic Achievement: The Role Of Teacher-Student Relationships And Teacher Expectations, Aja C. Temple

Wayne State University Dissertations

A MODEL OF STUDENT ENGAGEMENT AND ACADEMIC ACHIEVEMENT: THE ROLE OF TEACHER-STUDENT RELATIONSHIPS AND TEACHER EXPECTATIONS

by

AJA C. TEMPLE

MAY 2012

Advisor: Dr. Jina Yoon

Major: Educational Psychology

Degree: Doctor of Philosophy

The purpose of this study was to examine patterns of academic achievement among minority students and investigate teacher-student relationships, teachers' classroom and future educational expectations for students, and students' levels of classroom engagement in order to better understand their patterns of academic achievement. Participants (n=522) were students in grades four through six from a suburban district in Michigan. Student achievement varied according to both gender and ...