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

研究成果: Contribution to journalArticle査読

13 被引用数 (Scopus)

抄録

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.

本文言語英語
ページ(範囲)340-349
ページ数10
ジャーナルJapanese Journal of Educational Psychology
44
3
DOI
出版ステータス出版済み - 1996
外部発表はい

All Science Journal Classification (ASJC) codes

  • 教育
  • 発達心理学および教育心理学

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