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Jindal, Pratibha
- Enhancing Self-efficacy: Pathway to Improve Academic Achievement Motivation
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Authors
Affiliations
1 Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, IN
2 Former Dean Social Sciences & Head, Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University, Talwandi Sabo, Punjab, IN
1 Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, IN
2 Former Dean Social Sciences & Head, Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University, Talwandi Sabo, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 12, No 1 (2022), Pagination: 46-51Abstract
The present research aimed to study the effect of self-efficacy and gender patterns on intrinsic, extrinsic and amotivation-motivational orientations of academic achievement motivation among adolescents. A sample of 102 students (51 males & 51 females), in the age range of 14-17 years, was selected randomly from various educational institutions of tri-city (Chandigarh, Mohali, & Panchkula). The measures used were Self-efficacy Questionnaire for Children (Muris, 2001) and Academic Motivation Scale-High School Version (Vallerand et al., 1992). A 2X2 factorial design was used to analyze the data. The analysis indicated that highly efficacious students were intrinsically motivated than did their counterparts. However, students who have no faith in their capabilities were extrinsically motivated and amotivated. Furthermore, gender differentiation and interaction effect did not make any contribution to the motivational orientations of academic motivation. Low self-efficacy is a driving component of feeling disinterested in academic activities. Amotvation reflects a strong feeling of incompetence and expectancies of uncontrollability is highly detrimental for school achievement. These findings can support the development of practical guidelines for designing interventions to enhance self-efficacy and academic motivation to achieve.Keywords
adolescent, self-efficacy, academic motivationReferences
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- Re-attributional Pathway: A Self-efficacy Perspective
Abstract Views :225 |
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Authors
Affiliations
1 Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, IN
2 Former Dean Social Sciences & Head Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University Talwandi Sabo, Punjab, IN
1 Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, IN
2 Former Dean Social Sciences & Head Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University Talwandi Sabo, Punjab, IN
Source
Indian Journal of Positive Psychology, Vol 13, No 1 (2022), Pagination: 61-64Abstract
The present research aimed to study the effect of re-attributional training on self-efficacy and its sub-dimensions namely academic, social and emotional self-efficacy. A sample of 60 female students with low efficacy beliefs between the age group of 14-17 years was selected randomly from various educational institutions of Chandigarh. An experimental-control design was used. An anagram task was manipulated to improve the self-efficacy of the students. Low efficacious students were subjected to positive outcome feedback for their performance on the task. After the training phase, the participants were assessed on a self-efficacy questionnaire for children (Muris, 2001) for measuring their altered self-efficacy. One-way ANOVA was used to analyze the data. The analysis indicated that re-attributional training played a significant role in raising self-efficacy and its sub-dimensions. The practical guidelines and future research recommendations will be discussed.Keywords
adolescent, self-efficacy, re-attributional trainingReferences
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