Abstract
In this study, we sought preliminary information about the relationships among measures of self-efficacy, self-regulation, collaborative learning behavior, and grades. The collaborative verbal behavior of 20 students in a computer course was observed. Also, students responded to a questionnaire to assess their academic self-efficacy. A teacher rated each student's self-regulated learning behaviors. The measures were taken at various points throughout the school year, and the data were analyzed using path analysis. Although students scoring higher on self-regulation tended to score higher also on the measures of collaborative verbal behavior than did those who scored lower on self-regulation, scores on self-regulation rather than on verbal engagement were correlated with grades. The findings were discussed in the light of social cognitive theory and recommendations were made for further study.
Keywords
PsychologyPath analysis (statistics)Self-efficacyDevelopmental psychologyCognitionClinical psychologySocial psychology
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Publication Info
- Year
- 1995
- Type
- article
- Volume
- 77
- Issue
- 3
- Pages
- 971-978
- Citations
- 55
- Access
- Closed
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Cite This
Shirley C. Feldmann,
Manuel Martinez-Pons,
Dan Shaham
(1995).
The Relationship of Self-Efficacy, Self-Regulation, and Collaborative Verbal Behavior with Grades: Preliminary Findings.
Psychological Reports
, 77
(3)
, 971-978.
https://doi.org/10.2466/pr0.1995.77.3.971
Identifiers
- DOI
- 10.2466/pr0.1995.77.3.971