Titlebook: Academic Self-efficacy in Education; Nature, Assessment, Myint Swe Khine,Tine Nielsen Book 2022 The Editor(s) (if applicable) and The Auth

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书目名称Academic Self-efficacy in Education影响因子(影响力)




书目名称Academic Self-efficacy in Education影响因子(影响力)学科排名




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书目名称Academic Self-efficacy in Education网络公开度学科排名




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书目名称Academic Self-efficacy in Education被引频次学科排名




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书目名称Academic Self-efficacy in Education年度引用学科排名




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书目名称Academic Self-efficacy in Education读者反馈学科排名

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978-981-16-8242-1The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor

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Varianten und Weiterentwicklungen,es at designated levels. Academic self-efficacy is a critical component in theories of motivation and learning. Studies show that academic self-efficacy is domain-, context- or task-specific and associated with student engagement, study habits, learning styles, and personality. It can also predict a

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Varianten und Weiterentwicklungen,re is a great deal of research supporting the link between self-efficacy and student achievement yet educators grapple with finding ways to increase students’ capability beliefs to enhance motivation for learning and performance. Traditionally, self-efficacy has been assessed using surveys administe

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https://doi.org/10.1007/978-3-8349-9253-6psychological traits. This chapter reports the design, development, and validation of a grid-type instrument to assess self-efficacy. Inspired in a popular grid scale to measure self-concept, pilot studies leaded to major changes, such as shortening the response scale from seven to five points and r

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https://doi.org/10.1007/978-3-8349-9253-6self-efficacy scale of the Motivated Strategies for Leaning Questionnaire. Previous research in the Danish university context has shown that this scale, with a modified response scale, consisted of two separate course and activity-specific scales: the Specific Academic Learning Self-Efficacy scale (

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Varianten und Weiterentwicklungen,luence self-efficacy itself, and whether these other factors can impact self-efficacy’s relationship with academic achievement. In this chapter, we review the evidence relating to three factors that have the potential to influence the strength of the relationship that exists between academic self-ef