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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https://doi.org/10.1007/978-3-8349-9253-6h directions of academic self-efficacy, the multidimensional socio-contextual sources influencing students’ academic self-efficacy is one of the most complex and yet the most salient for discussion in the globalized academic environments that higher education institutes face. This chapter reviews re

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https://doi.org/10.1007/978-3-322-92033-1-efficacy in the context of reading among school-aged children. We first discuss measurement of reading self-efficacy both theoretically and in the light of recent empirical findings. We then turn on reviewing how reading self-efficacy contributes to reading achievement and development and focus on

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https://doi.org/10.1007/978-3-322-92033-100 UK school children aged 7–12 years old, we found that self-efficacy is one of the four dimensions of children’s classroom-related well-being and motivation to learn. In this chapter, we will examine the extent to which children‘s self-efficacy (academic, emotional and social) can be explained by

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Varianten und Weiterentwicklungen,rs have suggested that academic self-efficacy is associated with learning environment constructs of involvement, teacher support, investigation and cooperation. The purpose of this study was to investigate the effect of academic self-efficacy on mathematics achievement. Additionally, the mediating r

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Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practices, which results in either positive or negative legalization of international law. The authors argue that legalization is a process over time and not just a snapshot in time.978-3-031-17171-0978-3-031-17169-7