Self-efficacy, causal attribution and learning strategy in AN academic achievement situation

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to investigate the relationships among self-efficacy, causal attributions and learning strategy in an academic achievement situation. The Self-Regulated Learning Strategies, self-efficacy and intrinsic value scales developed by Pintrich and De Groot (1990) were translated into Japanese and administered to 251 junior high school students. On the basis of the results of the factor analysis, five learning strategies subscales were constructed : general cognitive, review-summarizing, rehearsal, giving attention and connecting. These subscales were positively correlated, and there were gender differences in three subscales, self-efficacy and intrinsic value. All these subscales were strongly related to self-efficacy and intrinsic value. The relationships among self-efficacy, causal attributions and learning strategy were analyzed, and the findings suggested that learning strategies had a greater influence on self-efficacy than effort attribution for their failure.

Original languageEnglish
Pages (from-to)340-349
Number of pages10
JournalJapanese Journal of Educational Psychology
Volume44
Issue number3
DOIs
Publication statusPublished - Jan 1 1996
Externally publishedYes

Fingerprint

Self Efficacy
learning strategy
academic achievement
attribution
self-efficacy
Learning
Statistical Factor Analysis
factor analysis
gender-specific factors
Students
school
student

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Self-efficacy, causal attribution and learning strategy in AN academic achievement situation. / Ito, Takamichi.

In: Japanese Journal of Educational Psychology, Vol. 44, No. 3, 01.01.1996, p. 340-349.

Research output: Contribution to journalArticle

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