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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Can Goal Specific Self-Efficacy Measures Predict Goal Choice: Understanding The 2x2 Achievement Goal Framework Through Self-Efficacy Theory, Richard James Lucido
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 most …
An Examination Of The Role Of School Climate In Adolescent Test Anxiety, Lea Ann Imasa
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 those …
A Model Of Student Engagement And Academic Achievement: The Role Of Teacher-Student Relationships And Teacher Expectations, Aja C. Temple
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 ethnicity …