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.
2013
self-esteem; openness; conscientiousness; academic achievement; academic self-efficacy
01 Pubblicazione su rivista::01a Articolo in rivista
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]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/523173
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