Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs
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Otros documentos de la autoría: Doménech Betoret, Fernando; Abellán-Roselló, Laura; Gómez Artiga, Amparo
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Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value BeliefsFecha de publicación
2017-07Editor
Frontiers MediaCita bibliográfica
DOMÉNECH BETORET, Fernando; ABELLÁN ROSELLÓ, Laura; GÓMEZ ARTIGA, Amparo. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs. Frontiers in Psychology (2017), v. 8Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01193/fullVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Although there is considerable evidence to support the direct effects of self-efficacy
beliefs on academic achievement, very few studies have explored the motivational
mechanism that mediates the self-efficacy–ach ... [+]
Although there is considerable evidence to support the direct effects of self-efficacy
beliefs on academic achievement, very few studies have explored the motivational
mechanism that mediates the self-efficacy–achievement relationship, and they are
necessary to understand how and why self-efficacy affects students’ academic
achievement. Based on a socio-cognitive perspective of motivation, this study examines
the relationships among academic self-efficacy, students’ expectancy-value beliefs,
teaching process satisfaction, and academic achievement. Its main aim is to identify
some motivational-underlying processes through which students’ academic self-efficacy
affects student achievement and satisfaction. Student achievement and satisfaction are
two of the most important learning outcomes, and are considered key indicators of
education quality. The sample comprises 797 Spanish secondary education students
from 36 educational settings and three schools. The scales that referred to self-efficacy
and expectancy-value beliefs were administered at the beginning of the course, while
student satisfaction and achievement were measured at the end of the course. The data
analysis was conducted by structural equation modeling (SEM). The results revealed that
students’ expectancy-value beliefs (Subject value, Process expectancy, Achievement
expectancy, Cost expectancy) played a mediator role between academic self-efficacy
and the achievement/satisfaction relationship. These results provided empirical evidence
to better understand the mechanism that mediates self-efficacy–achievement and
efficacy–course satisfaction relationships. The implications of these findings for teaching
and learning in secondary education are discussed. [-]
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Frontiers in Psychology (2017), v. 8Derechos de acceso
info:eu-repo/semantics/openAccess
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