The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87 females) eighth grade students (Mage=13.47) in a junior high school located in a small town near Rome (Italy). All measures were administered at the beginning of eighth grade. Hierarchical regression analysis supported the unique contribution of SESRL on academic achievement at the end of the school year. Theoretical and practical implications are discussed. © 2012 Elsevier Inc.

Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem / Zuffiano', Antonio; Alessandri, Guido; Gerbino, Maria; LUENGO KANACRI, bernadette paula; DI GIUNTA, Laura; Milioni, Michela; Caprara, Gian Vittorio. - In: LEARNING AND INDIVIDUAL DIFFERENCES. - ISSN 1041-6080. - STAMPA. - 23:1(2013), pp. 158-162. [10.1016/j.lindif.2012.07.010]

Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem

ZUFFIANO', Antonio;ALESSANDRI, GUIDO;GERBINO, Maria;LUENGO KANACRI, bernadette paula;DI GIUNTA, Laura;MILIONI, Michela;CAPRARA, Gian Vittorio
2013

Abstract

The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87 females) eighth grade students (Mage=13.47) in a junior high school located in a small town near Rome (Italy). All measures were administered at the beginning of eighth grade. Hierarchical regression analysis supported the unique contribution of SESRL on academic achievement at the end of the school year. Theoretical and practical implications are discussed. © 2012 Elsevier Inc.
2013
academic achievement; intelligence; personality traits; self-efficacy; self-efficacy beliefs in self-regulated learning; self-esteem
01 Pubblicazione su rivista::01a Articolo in rivista
Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem / Zuffiano', Antonio; Alessandri, Guido; Gerbino, Maria; LUENGO KANACRI, bernadette paula; DI GIUNTA, Laura; Milioni, Michela; Caprara, Gian Vittorio. - In: LEARNING AND INDIVIDUAL DIFFERENCES. - ISSN 1041-6080. - STAMPA. - 23:1(2013), pp. 158-162. [10.1016/j.lindif.2012.07.010]
File allegati a questo prodotto
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/497431
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 147
  • ???jsp.display-item.citation.isi??? 128
social impact