The study examines the mediational role of self-efficacy in school achievement and self-efficacy in regulatory learning practice in the relationship between the severity of parental and school rules, and academic achievement during adolescence. School and family help adolescents develop self-efficacy in regulatory learning. Although self-regulation strategies play a central role in the individual's adaptive development, research on how these skills are acquired is scanty. Within the social cognitive theory, this study tested the mediation effects of self-efficacy in school achievement and self-efficacy in regulatory learning (T1) in the relationship between the severity of parental and school rules (T1) and school achievement (T2). Questionnaires were completed by 804 adolescents aged 14 to 19 years. A path analysis with multiple mediators supported the mediational effects. The model was robust across age, gender, and school type. Findings could help implement programs and interventions aimed at increasing educational success throughout the development of self-efficacy

From external regulation to school achievement. The mediation of self-efficacy at school / Cattelino, Elena; Morelli, Mara; Baiocco, Roberto; Chirumbolo, Antonio. - In: JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY. - ISSN 0193-3973. - 60(2019), pp. 127-133. [10.1016/j.appdev.2018.09.007]

From external regulation to school achievement. The mediation of self-efficacy at school

Morelli, Mara;Baiocco, Roberto;Chirumbolo, Antonio
2019

Abstract

The study examines the mediational role of self-efficacy in school achievement and self-efficacy in regulatory learning practice in the relationship between the severity of parental and school rules, and academic achievement during adolescence. School and family help adolescents develop self-efficacy in regulatory learning. Although self-regulation strategies play a central role in the individual's adaptive development, research on how these skills are acquired is scanty. Within the social cognitive theory, this study tested the mediation effects of self-efficacy in school achievement and self-efficacy in regulatory learning (T1) in the relationship between the severity of parental and school rules (T1) and school achievement (T2). Questionnaires were completed by 804 adolescents aged 14 to 19 years. A path analysis with multiple mediators supported the mediational effects. The model was robust across age, gender, and school type. Findings could help implement programs and interventions aimed at increasing educational success throughout the development of self-efficacy
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11573/1259957
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