Enhancing self-efficacy and learning performance

被引：75
|
作者：
Jackson, JW [1 ]
机构：
[1] Indiana Univ Purdue Univ, Dept Psychol, Ft Wayne, IN 46805 USA
来源：
JOURNAL OF EXPERIMENTAL EDUCATION | 2002年 / 70卷 / 03期
关键词：
academic motivation; learning performance; self-efficacy; teacher encouragement;
D O I：
10.1080/00220970209599508
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The effect of a communication designed to enhance the self-efficacy beliefs of introductory psychology students was examined. The author assigned students (N = 123) into above average, average, and below average performance Categories. All students were invited to send the author an e-mail to receive a bonus point. Of the students who responded (n = 76), half were sent an e-mail message designed to enhance their efficacy beliefs, while the other half received a neutral note. As predicted, self-efficacy beliefs were significantly related to exam scores and significantly affected by the efficacy-enhancing communication.
引用
收藏
页码：243 / 254
页数：12
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