Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 38, 2018 - Issue 4
333
Views
19
CrossRef citations to date
0
Altmetric
Articles

Contextualised self-beliefs in totality: an integrated framework from a longitudinal perspective

, & ORCID Icon
Pages 411-434 | Received 23 May 2016, Accepted 13 Jul 2017, Published online: 20 Jul 2017

References

  • ACU and Erebus International. (2008). Scoping study into approaches to student wellbeing: Literature review. Report to the department of education, employment and workplace relations. Sydney: Australian Catholic University.
  • Almedom, A. M. (2005). Resilience, hardiness, sense of coherence, and posttraumatic growth: All paths leading to ‘Light at the End of the Tunnel’? Journal of Loss and Trauma, 10, 253–265. doi:10.1080/15325020590928216
  • Australian Council for Educational Research. (2013). Literacy and numeracy interventions in the early years of schooling: A literature review. Report to the Ministerial Advisory Group on Literacy and Numeracy.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
  • Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Open University Press.
  • Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Maidenhead: McGraw-Hill/Society for Research into Higher Education & Open University Press.
  • de Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21, 332–344.10.1016/j.learninstruc.2010.03.002
  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40.10.1023/A:1021302408382
  • Byrne, B. M. (1998). Structural equation modelling with LISREL, PRELIS, and SIMPLIS. Mahwah, NJ: Erlbaum.
  • Byrne, B. M. (2012). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York, NY: Taylor & Francis Group.
  • Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347–362. doi:10.1037/0022-0663.79.4.347
  • Cornelius-White, J. (2007). Learner-centered teacher–student relationships are effective: A meta-analysis. Review of Educational Research, 77, 113–143.10.3102/003465430298563
  • Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16–29.10.1037/1082-989X.1.1.16
  • Daulta, M. S. N. (2008). Impact of home environment on the scholastic achievement of children. Journal of Human Ecology, 23, 75–77.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.10.1037/0022-3514.92.6.1087
  • Education Council. (2015). National Stem School Education Strategy, 2016–2026: A comprehensive plan for Science, Technology, Engineering and Mathematics Education in Australia. Retrieved from www.educationcouncil.edu.au
  • Eccles, J. S., & Wigfield, A. E. (2002). The development of achievement motivation. San Diego, CA: Acdemic Press.
  • Fenollar, P., Román, S., & Cuestas, P. J. (2007). University students’ academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873–891. doi:10.1348/000709907X189118
  • Fraillon, J. (2004). Measuring student well-being in the context of Australian schooling: Discussion Paper (E. Ministerial Council on Education, Training and Youth Affairs ed.). Carlton South: The Australian Council for Research.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059
  • Freund, A. M., & Baltes, P. B. (1998). Selection, optimization, and compensation as strategies of life-management: Correlations with subjective indicators of successful aging. Psychology and Aging, 14, 531–543.10.1037/0882-7974.13.4.531
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: The Guilford Press.
  • Lau, S., Liem, A. D., & Nie, Y. (2008). Task – and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78, 639–662.10.1348/000709907X270261
  • Lens, W., Paixão, M. P., Herrera, D., & Grobler, A. (2012). Future time perspective as a motivational variable: Content and extension of future goals affect the quantity and quality of motivation. Japanese Psychological Research, 54, 321–333. doi:10.1111/j.1468-5884.2012.00520.x
  • Lent, R. W., Brown, S. D., & Gore, P. A., Jr (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44, 307–315.10.1037/0022-0167.44.3.307
  • Li, L. K. Y. (2012). A study of the attitude, self-efficacy, effort and academic achievement of CityU students towards research methods and statistics. Discovery – SS Student E-Journal, 1, 154–183.
  • Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512. doi:10.1016/j.cedpsych.2007.08.001
  • MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modeling in psychological research. Annual Review of Psychology, 51, 201–226.
  • MacCallum, R. C., Kim, C., Malarkey, W. B., & Kiecolt-Glaser, J. K. (1997). Studying multivariate change using multilevel models and latent curve models. Multivariate Behavioral Research, 32, 215–253.10.1207/s15327906mbr3203_1
  • Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41–54.10.1037/0022-0663.89.1.41
  • Marsh, H. W., & Yeung, A. S. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and english constructs. American Educational Research Journal, 35, 705–738.10.3102/00028312035004705
  • Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80, 473–496.10.1348/000709910X486376
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–281. doi:10.1002/Pits.20149
  • McMurrian, R. C., & Srivastava, R. (2009). The impact of self-efficacy on expectancy, effort, and adaptive selling in a personal selling context. Journal of Selling and Major Account Management, 9, 42–53.
  • Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
  • Ngu, B. H., & Yeung, A. S. (2012). Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context. Contemporary Educational Psychology, 37, 14–32.10.1016/j.cedpsych.2011.09.001
  • Ngu, B. H., Yeung, A. S., & Tobias, S. (2014). Cognitive load in percentage change problems: Unitary, pictorial, and equation approaches to instruction. Instructional Science, 42, 685–713.10.1007/s11251-014-9309-6
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578.10.3102/00346543066004543
  • Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools, 33, 163–175.
  • Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426–443.10.1006/ceps.1995.1029
  • Pajares, F., & Miller, D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193–203.10.1037/0022-0663.86.2.193
  • Phan, H. P. (2012). Relations between informational sources and self-efficacy: A developmental approach. Educational Psychology, 32, 81–105. doi:10.1080/01443410.2011.625612
  • Phan, H. P. (2014). Self-efficacy, reflection, and achievement: A short-term longitudinal examination. The Journal of Educational Research, 107, 90–102.10.1080/00220671.2012.753860
  • Phan, H. P. (2015). Maximizing academic success: Introducing the concept of optimized functioning. Education, 135, 439–456.
  • Phan, H. P., & Ngu, B. H. (2014). Interrelations between self-esteem and personal self-efficacy in educational contexts: An empirical study. International Journal of Applied Psychology, 4, 108–120.
  • Phan, H. P., Ngu, B. H., & Williams, A. (2016). Introducing the concept of Optimal Best: Theoretical and methodological contributions. Education, 136, 312–322.
  • Phan, H. P., Ngu, B. H., & Yeung, A. S. (2017). Achieving optimal best: Instructional efficiency and the use of cognitive load theory in mathematical problem solving. Educational Psychology Review. doi:10.1007/s10648-016-9373-3
  • Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95, 589–603. doi:10.1037/0022-0663.95.3.589
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 810–814.
  • Rand, K. L. (2009). Hope and optimism: Latent structures and influences on grade expectancy and academic performance. Journal of Personality, 77, 231–260.10.1111/jopy.2009.77.issue-1
  • Rand, K. L., Martin, A. D., & Shea, A. M. (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 45, 683–686.10.1016/j.jrp.2011.08.004
  • Raudenbush, S. W., & Bryk, A. S. (2001). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
  • Rogosa, D. (1979). Causal models in longitudinal research: Rationale, formulation, and interpretation. In J. R. Nesselroade & P. B. Balles (Eds.), Longitudinal research in the study of behaviour and development (pp. 263–302). New York, NY: Academic Press.
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493–529. doi:10.3102/0034654311421793
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Schunk, D. H. (1982). Effects of effort attributional feedback on children’s perceived self-efficacy and achievement. Journal of Educational Psychology, 74, 548–556.10.1037/0022-0663.74.4.548
  • Schunk, D. H. (1983). Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75, 848–856.10.1037/0022-0663.75.6.848
  • Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviors. Journal of Educational Psychology, 76, 1159–1169.10.1037/0022-0663.76.6.1159
  • Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35–37). Windsor: NFER-NELSON.
  • Skaalvik, E. M., & Rankin, R. J. (1998). Self-concept, self-efficacy and achievement in mathematics: A test of causal relations. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Snyder, C. R., & Rand, K. L. (2003). The case against false hope. American Psychologist, 58, 820–822; authors’ reply 823–824. doi:10.1037/0003-066X.58.10.820
  • Soutter, A. K. (2011). What can we learn about wellbeing in school? The Journal of Student Wellbeing, 5(1), 1–21.10.21913/JSW.v5i1.729
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123–138.10.1007/s10648-010-9128-5
  • Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.10.1007/978-1-4419-8126-4
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson Education.
  • Trevelyan, R. (2011). Self-efficacy and effort in new venture development. Journal of Management & Organization, 17, 2–16.10.1017/S1833367200001681
  • Van Damme, J., De Fraine, B., Van Landeghem, G., Opdenakker, M.-C., & Onghena, P. (2002). A new study on educational effectiveness in secondary schools in Flanders: An introduction. School Effectiveness and School Improvement, 13, 383–397.10.1076/sesi.13.4.383.10285
  • Ziegelmann, J. P., & Lippke, S. (2007). Use of Selection, optimization, and compensation strategies in health self-regulation: Interplay with resources and successful development. Journal of Aging and Health, 19, 500–518.10.1177/0898264307300197

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.