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