Abstract
The aim of the present study was to examine the influence of self-efficacy on actual self-regulation during a verbal concept formation task of students, already known to be of average or above average cognitive ability, at two grade levels. Following the assessment of self-efficacy, students were observed while they attempted to solve four problems of varying difficulty. The major findings were that irrespective of differences in school grade and in cognitive ability, self-efficacy exerted significant influence on various aspects of self-regulation, such as monitoring of working time, task persistence, and rejection of correct hypotheses, as well as on performance. These results provided support for the construct validity of self-efficacy as different from cognitive competence.
Keywords
PsychologySelf-efficacyCognitionCompetence (human resources)Developmental psychologyConstruct (python library)Task (project management)Persistence (discontinuity)Construct validitySocial psychologyPsychometrics
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Publication Info
- Year
- 1991
- Type
- article
- Volume
- 14
- Issue
- 2
- Pages
- 153-164
- Citations
- 377
- Access
- Closed
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Cite This
Thérèse Bouffard‐Bouchard,
Sophie Parent,
Serge Larivée
(1991).
Influence of Self-Efficacy on Self-Regulation and Performance among Junior and Senior High-School Age Students.
International Journal of Behavioral Development
, 14
(2)
, 153-164.
https://doi.org/10.1177/016502549101400203
Identifiers
- DOI
- 10.1177/016502549101400203