The contribution to academic achievement of personality traits, self-esteem, and self-efficacy beliefs has been examined in high school. SEM analysis showed that conscientiousness, openness, and self-esteem were positively inter-related, with both traits and self-esteem increasing students' perceived academic self-efficacy, which in turn mediated the effect of conscientiousness and self-esteem on senior high school grades. These relationships held controlling for gender, parents' education, and previous scholastic achievement. Educators should be aware of students' personality antecedents in order to improve their students' beliefs about their capabilities to master different areas of coursework and to regulating their motivation and learning activities. (C) 2013 Elsevier Inc. All rights reserved.
The determinants of scholastic achievement: The contribution of personality traits, self-esteem, and academic self-efficacy / DI GIUNTA, Laura; Alessandri, Guido; Gerbino, Maria; P. L., Kanacri; LUENGO KANACRI, bernadette paula; Zuffiano', Antonio; Antonio, Zuffiano; Caprara, Gian Vittorio. - In: LEARNING AND INDIVIDUAL DIFFERENCES. - ISSN 1041-6080. - ELETTRONICO. - 27:(2013), pp. 102-108. [10.1016/j.lindif.2013.07.006]
The determinants of scholastic achievement: The contribution of personality traits, self-esteem, and academic self-efficacy
DI GIUNTA, Laura;ALESSANDRI, GUIDO;GERBINO, Maria;LUENGO KANACRI, bernadette paula;ZUFFIANO', Antonio;CAPRARA, Gian Vittorio
2013
Abstract
The contribution to academic achievement of personality traits, self-esteem, and self-efficacy beliefs has been examined in high school. SEM analysis showed that conscientiousness, openness, and self-esteem were positively inter-related, with both traits and self-esteem increasing students' perceived academic self-efficacy, which in turn mediated the effect of conscientiousness and self-esteem on senior high school grades. These relationships held controlling for gender, parents' education, and previous scholastic achievement. Educators should be aware of students' personality antecedents in order to improve their students' beliefs about their capabilities to master different areas of coursework and to regulating their motivation and learning activities. (C) 2013 Elsevier Inc. All rights reserved.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
