Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem

A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood: Implementers' and Observers' Perceptions of Its Impact on Elementary Students

Self-regulated learning contributes to students' academic success and their future as citizens. However, self-regulation skills are seldom or poorly promoted during instruction. To address this gap, the current article reports data on the implementation of an evidence-based intervention (i.e., a narrative-based intervention called "Yellow Trials and Tribulations") in a disadvantaged school neighborhood. Prior studies showed positive results of this intervention in promoting elementary students' self-regulation skills. Still, the data are mainly quantitative and limited to students' reports or classroom observations made by researchers. Hence, the current study aimed to explore the implementers' and observers' perceptions of the impact of the intervention. Four elementary teachers implemented the intervention in their fourth-grade classes (N = 96 students). For each session, the implementers and observers completed a session sheet collaboratively, as well as individual final reports at the end of the intervention. The records were analyzed through a direct content analysis. The data indicated a perceived increase in knowledge and the use of self-regulation skills in the educational context and in daily life routines. Moreover, the data allowed for the identification of other positive gains of the intervention. The findings extended prior research while helping researchers to further understand the impact of the narrative-based intervention. The implications for research and educational practice are provided.

Impact of personality on cadet academic and military performance within mediating role of self-efficacy

Background

The current operational military environment is changing, complex, unpredictable, and ambiguous. Due to such situations, soldiers are constantly forced to think about their values, norms, and roles that should be part of their profession. Consequently, they must first be educated and trained on how to behave in a particular operational military environment. Pursuing an officer's education at military academies is very difficult not only physically but also psychologically. Cadets are required to be prepared to lead in extreme environments upon graduation. Despite the fact that military tasks are technically complex, the individual operational activities of soldiers are gaining more and more strategic meaning. Therefore, the importance of selecting the process and military education programs of soldiers is increasingly stressed. Cognitive abilities and skills individually predict performance in academic and professional settings, but it is less clear how personality can influence performance. Therefore, this study focused on the explanation of the individual factors that affect the achievements of the cadets. Specifically, the objective of this study was to examine direct and mediated relationships between personality traits and the military and academic performance of cadets.

Methods

This study followed a quantitative method analysis. The research models were assessed using the structural equation modeling technique. Bootstrap was applied to evaluate a 95% level confidence interval on estimates with 5,000 bootstrap samples, and to evaluate direct and indirect effects. The analysis was based on a sample of 120 cadets from the Lithuanian Military Academy. The effects on military and academic performance were evaluated using the Self-Efficacy scale, the Big Five personality trait scale, academic performance was evaluated through academic grades and military performance was evaluated using instructor ratings.

Results

To support our hypotheses, it was found that self-efficacy has a mediating effect on the performance of cadets. Additionally, the traits of conscientiousness, openness to experience and extraversion were related to both military and academic performance. Furthermore, self-efficacy appeared as a partial mediator of the relationship between personality traits and cadet performance.

Conclusion

The findings of this study help clarify the relationship between the personality traits of the cadets and the military and academic performance. In addition, these results may be useful for the further development of military education and training, for the development of testing, and selection of military personnel.

Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence

Executive functions (EF) and self-regulated learning (SRL) are processes for the goal-directed control of cognition and (learning) behavior that positively affect academic outcomes. Based on the finding that EF form the developmental basis for SRL, this study tested a model that assumes SRL as a mediator of the relationship between preschool EF and academic competence. Previous studies that found evidence for this mediation considered as predictors cool EF, which are important in emotionally neutral situations. However, since (pre)school-based learning is also associated with motivational incentives (e.g., praise from teachers and educators), this study aimed to test the validity of the above-mentioned mediation model using as predictors hot EF, which are important in emotional-motivational contexts. To this end, the constructs included in the model were cross-sectionally examined using performance measures and parent ratings in a sample of n = 77 German preschoolers (Mage = 71.61 months, SD = 4.13; 51.9 % girls). Results show that SRL mediates the relationship between hot EF and academic competence. Methodological limitations of the present study and implications for research and practice are discussed.

Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature

For several years, there was a growing interest in intellectual giftedness and in particular in the non-cognitive specificities of gifted individuals. This topic attracted much public attention and sometimes led to contradictions with the scientific literature. The current review synthesizes a broad set of results related to non-cognitive specificities of intellectual gifted in children and adolescents. This synthesis of scientific research on giftedness and its associated non-cognitive features does not support the conclusion that there is a stable profile across gifted individuals that would consistently separate them from non-gifted individuals. A few specificities in some areas are noted, but they are not necessarily being systematic. These specificities often turn out to be in favor of gifted youth, contrary to the view sometimes defended in the general public that gifted individuals suffer from major everyday difficulties. Finally, methodological issues are listed regarding the designs of existing studies, with recommendations for future research in the field.

The Effects of Self-Esteem and Academic Engagement on University Students' Performance

The success or failure of a student depends on several factors, including self-esteem, academic engagement, and motivation. Self-esteem and motivation have been found to influence academic engagement, which, in turn, contributes to academic performance. Through a quantitative study, 243 university students were surveyed to analyze the effects of self-esteem and motivation on their academic engagement, which would be reflected in their academic performance. The results show that self-esteem has effects on emotional and behavioral disengagement. Motivation shows greater effects on academic engagement, with metacognitive engagement predicting students' academic performance. Therefore, promoting metacognitive strategies that help students learn to plan, monitor, and self-regulate their learning will contribute to their performance.

Differential development and trainability of self-regulatory abilities among preschoolers

Self-regulation (SR) as well as self-regulated learning (SRL) show large interindividual variance in preschoolers. This variance may result in differential developmental trajectories. The present study aims to investigate whether a reduction in interindividual differences over time, which could previously be found for preschoolers' SR, is also present for SRL. Furthermore, the present study aims to explore whether preschool SRL training transfers to SR and whether training effects visible in SRL depend on initial performance. A sample of 94 preschoolers participated in this intervention study. Children were assigned to either a training group or to an active control group. Additionally, the sample was divided into high- and low-SRL preschoolers based on pretest SRL performance. Repeated measures ANCOVAs revealed that in the active control group, differences between high- and low-SRL preschoolers decreased over time. The training group showed a greater increase in SRL than the active control group. Training-induced increases did not vary between high- and low-SRL preschoolers. Additionally, increases in SR were identical for training and active control group. Further research on the transferability of preschool SRL training to SR is needed.

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning

The study explored the multidimensional relationships between educational situation perception, teacher support, online learning engagement and academic self-efficacy in technology-based language learning in a sample of Chinese undergraduate students, and meanwhile examined the mediating effects of academic self-efficacy and teacher support. A total of 392 (126 male and 266 female) Chinese university students reported on their perceived educational situation, teacher support, online learning engagement, and academic self-efficacy. Results showed that educational situation perception was significantly and positively associated with teacher support, online learning engagement and academic self-efficacy; teacher support and academic self-efficacy was positively correlated with online learning engagement. More importantly, academic self-efficacy as well as teacher support mediated the relationship between educational situation perception and online learning engagement. These findings extended previous research by considering both the external factors (i.e., educational situation; teacher support) and the internal factors (i.e., academic self-efficacy) of influencing students' online learning engagement in technology-based language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study highlighted the following aspects: (1) strengthening the consideration of the key elements of the educational situation; (2) clarifying the pivotal position of intelligent technology in educational situations; and (3) emphasizing the reconstruction of intelligence teaching ecology driven by learning activities. Besides, this study indicated the significance of elevating teachers' awareness, willingness and capacity of the substantial supports in enhancing students' online learning engagement and would inform that the future research on the connotation and ways of teacher support should be responding to technology-based learning environments.

Improving students' mathematics self-efficacy: A systematic review of intervention studies

Self-efficacy is an integral part of personal factors that contributes substantially to students' success in mathematics. This review draws on previous intervention studies to identify, describe, and expose underlying mechanisms of interventions that foster mathematics self-efficacy. The findings show that effective mathematics self-efficacy interventions can be categorized into three categories using their underlying mechanisms: those that directly manipulate sources of self-efficacy to foster the construct, and those that either embed self-efficacy features in teaching methods or in learning strategies. Specific examples of interventions that fall in each of these three categories are described including their features and the underlying mechanisms that improve students' mathematics self-efficacy. I argue for the two "most effective" interventions that foster mathematics self-efficacy and their relevance to either pre-university or university students with implications for teaching and learning of mathematics.

ENHANCE-II: An Abridged Intervention to Promote Subjective Well-Being

The Enduring Happiness and Continued Self-Enhancement (ENHANCE) program, a 12-week intervention, effectively enhances subjective wellbeing and reduces negative symptoms. The current study tested an abbreviated 7-week version, ENHANCE-II, that may better fit the needs and schedules of some people. In a longitudinal study, participants (n = 51) took part in the self-study program and completed psychological assessments at baseline, posttest, and follow up (5 weeks). Multilevel models were used to analyze the data, with treatment group data from ENHANCE treated as the comparison. Analyses showed improvements in all four outcomes: life satisfaction (statistically significant), positive affect, negative affect, and depression. These effects were about half as strong as those in ENHANCE, but this effect reduction was partially attributable to low adherence. Effects were much stronger among participants who adhered to the program, especially for negative symptoms. Although there were no assessments at later intervals, the study suggests that ENHANCE-II intervention is likely beneficial for participants who need brief programs.

Co-Development of Adolescents' Cooperative and Competitive Attitudes: How it Predicts Mental Health and Academic Achievement

This study used nationally representative longitudinal data in South Korea to examine how joint changes in adolescents' (N = 7324; M_age  ≈ 11 years) cooperative and competitive attitudes from sixth to ninth grade relate to mental health and achievement in 10th grade. The parallel process model showed that both cooperative and competitive attitudes declined over time. Higher cooperative attitudes at baseline indicated higher competitive attitudes, and a faster decline in cooperative attitudes indicated a faster decline in competitive attitudes. The intercept of cooperative attitudes was positively related to mental health but negatively related to achievement. Opposite patterns were found for the intercept of competitive attitudes. These findings highlight the usefulness of considering the co-development of cooperative and competitive attitudes.

An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions

The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

This study explored the contributions of teacher supports toward students' self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students' self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students' self-directed language learning as well as the relationship between teacher capacity supports and students' self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students' self-directed language learning as well as the relationship between teacher behavior supports and students' self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students' self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students' self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers' awareness of the substantial supports in enhancing students' self-directed language learning beyond the classroom and would inform that the future research on teachers' compliance in relation to technology use be converted from institutional mandates into teachers' conscientious behaviors.

Portuguese higher education students' adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students' positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual self-regulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of COVID-19.

Parental educational aspirations and children's academic self-concept: Disentangling state and trait components on their dynamic interplay

The dynamic interplay of parental educational aspirations and children's academic self‐concept was examined from late childhood through mid‐adolescence within a transactional socialization framework. Parental and child data were gained from a representative Swiss sample within 3‐year intervals (N_T1 = 1118; 51% females; 28% migration background; M_{age T1} = 9.26, M_{age T2} = 12.14, M_{age T3} = 15.32). Results from a random intercept cross‐lagged panel model revealed positive associations between the two constructs at the between‐ and within‐person level. Findings showed general and time‐specific associations between children and parents and reciprocal spill‐over effects, whereby higher than usual aspirations predicted higher than usual academic self‐concept over time and vice versa, highlighting transactional processes in the context of educational transitions.

Self-Efficacy Between Previous and Current Mathematics Performance of Undergraduate Students: An Instrumental Variable Approach to Exposing a Causal Relationship

Purpose

Self-efficacy has been argued theoretically and shown empirically to be an essential construct for students' improved learning outcomes. However, there is a dearth of studies on its causal effects on performance in mathematics among university students. Meanwhile, it will be erroneous to assume that results from other fields of studies generalize to mathematics learning due to the task-specificity of the construct. As such, attempts are made in the present study to provide evidence for a causal relationship between self-efficacy and performance with a focus on engineering students following a mathematics course at a Norwegian university.

Method

The adopted research design in the present study is a survey type in which collected data from first-year university students are analyzed using structural equation modeling with weighted least square mean and variance adjusted (WLSMV) estimator. Data were generated using mainly questionnaires, a test of prior mathematics knowledge, and the students' final examination scores in the course. The causal effect of self-efficacy was discerned from disturbance effects on performance by using an innovative instrumental variable approach to structural equation modeling.

Results

The findings confirmed a significant direct effect of the prior mathematics knowledge test (β = 0.52, SE = 0.01, p < 0.001) on self-efficacy, a significant direct effect (β = 0.43, SE = 0.19, p = 0.02) of self-efficacy on performance, and a substantial mediating effect (β = 0.22, SE = 0.10, p = 0.03) of self-efficacy between a prior mathematics knowledge test and performance. Prior mathematics knowledge and self-efficacy explained 30% variance of the performance. These findings are interpreted to be substantial evidence for the causal effect of self-efficacy on students' performance in an introductory mathematics course.

Conclusion

The findings of the present study provide empirically supports for designing self-efficacy interventions as proxies to improve students' performance in university mathematics. Further, the findings of the present study confirm some postulates of Bandura's agentic social cognitive theory.

Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition

BACKGROUND

Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined.

AIMS

In this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Second, we investigated how implicit theories of SRL are related to students' SRL. Third, we examined the relationship of implicit theories of SRL with students' demographics and personality traits.

SAMPLE

Participants were students from a medium-sized university in Germany (N = 254) aged M = 23.85 years.

METHODS

Data on students' demographics and personality traits, implicit theories of intelligence (INT), achievement goals, and learning strategies were collected with well-established measures. In addition, students' implicit theories of SRL and their declarative metacognitive knowledge about SRL were assessed with measures developed within this study. Confirmatory factor analyses and regression analyses were performed.

RESULTS

The two postulated dimensions of implicit theories of SRL were supported. As expected, implicit theories of SRL were more strongly related to students' achievement goals, learning strategies, and metacognitive knowledge than implicit theories of INT. Moreover, implicit theories of SRL were mostly unrelated to students' demographics and personality traits.

CONCLUSION

The results emphasize that domain-specific implicit theories of SRL contribute substantially to the explanation of students' SRL. Thus, further research on SRL should consider domain-specific implicit theories of SRL in addition to implicit theories of INT.

Readiness for information security of teachers as a function of their personality traits and their assessment of threats

Purpose

This study examines the impact of personality traits on the degree of challenge experienced by individuals with respect to the threat on their information, the evaluation of their self-efficacy to secure the information and hence, their readiness to secure information.

Design/methodology/approach

The study's population consisted of 157 teachers from various educational institutions across Israel. We used five questionnaires to gather data.

Findings

Findings reveal a link between participants' personality traits, situation evaluation indicators and their readiness to secure information. Further, the greater subjects' information security awareness and familiarity with information security concepts, the better their application of the tools for securing information will be.

Originality/value

The importance of this research lies primarily in that it highlights the importance of individual differences while dealing with information security awareness. The findings constitute a theoretical and empirical basis for building tools toward guiding teachers to protect their information, as well as for devising educational and pedagogic programs for making a cultural change.

The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students

Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement.

Schools That Promote the Improvement of Academic Performance and the Success of All Students

The movement for effective schools and school improvement has enjoyed a long history, at both the theoretical and practical level. The contextual variables focused on the educational process of the classrooms have been identified in numerous investigations, concluding that the improvement of academic performance is a key element of the movement. The main objective of this research is focused on verifying the effectiveness of the treatment based on collaborative/cooperative learning methodologies and projects to improve the linguistic and mathematical competence as an enhancing element of academic performance. The sample consists of 228 students belonging to two public schools located in the city of Murcia (Spain), selected through judgmental or discretionary sampling. A quasi-experimental design with pretest and post-test and control group was employed, verifying the effectiveness of the treatment, and how it influences the improvement of the academic performance of the students in the experimental group. It concludes by pointing out the importance of learning strategies and applied teaching methodologies, understanding both within the conglomerate of process factors in the improvement of academic performance.

The role of personality traits and need for cognition in active procrastination

Recent research has differentiated between active and passive procrastination, with the former considered to be beneficial for learning and the latter considered to be harmful. Studies have shown that both personality and cognitive factors are important in students' active procrastination. This study examines how interactions between the Big Five personality traits and the need for cognition affect students' active procrastination. The hypotheses were tested empirically using cross-sectional data collected from 307 university students in China. After controlling for age, a hierarchical regression analysis revealed that extraversion was a positive predictor of active procrastination, and that agreeableness and emotional instability were negative predictors of active procrastination. No significant interaction effects were found between personality traits and need for cognition. The implications of the findings are discussed.

Comparing Within- and Between-Family Polygenic Score Prediction

Polygenic scores are a popular tool for prediction of complex traits. However, prediction estimates in samples of unrelated participants can include effects of population stratification, assortative mating, and environmentally mediated parental genetic effects, a form of genotype-environment correlation (rGE). Comparing genome-wide polygenic score (GPS) predictions in unrelated individuals with predictions between siblings in a within-family design is a powerful approach to identify these different sources of prediction. Here, we compared within- to between-family GPS predictions of eight outcomes (anthropometric, cognitive, personality, and health) for eight corresponding GPSs. The outcomes were assessed in up to 2,366 dizygotic (DZ) twin pairs from the Twins Early Development Study from age 12 to age 21. To account for family clustering, we used mixed-effects modeling, simultaneously estimating within- and between-family effects for target- and cross-trait GPS prediction of the outcomes. There were three main findings: (1) DZ twin GPS differences predicted DZ differences in height, BMI, intelligence, educational achievement, and ADHD symptoms; (2) target and cross-trait analyses indicated that GPS prediction estimates for cognitive traits (intelligence and educational achievement) were on average 60% greater between families than within families, but this was not the case for non-cognitive traits; and (3) much of this within- and between-family difference for cognitive traits disappeared after controlling for family socio-economic status (SES), suggesting that SES is a major source of between-family prediction through rGE mechanisms. These results provide insights into the patterns by which rGE contributes to GPS prediction, while ruling out confounding due to population stratification and assortative mating.

Genetic Structure of IQ, Phonemic Decoding Skill, and Academic Achievement

The aim of this study was to examine whether phonemic decoding skill (deficits of which characterize dyslexia) shares genetic and/or environmental covariance with scholastic abilities independent of general intelligence. Non-word reading ability, verbal and non-verbal IQ, and standardized academic achievement (Queensland Core Skills Test; QCST) were measured in Australian twins (up to 876 twin pairs and 80 singleton twins). Multivariate genetic analysis showed the presence of a general genetic factor, likely reflecting crystallized ability, which accounted for 45-76% of phenotypic variance in QCST scores, 62% of variance in Verbal IQ, 23% of variance in Performance IQ, and 19% of variance in phonological reading ability. The phonemic decoding genetic factor (explaining 48% of variance in phonemic decoding) was negatively associated with mathematical achievement scores (0.4%). Shared effects of common environment did not explain the relationship between reading ability and academic achievement beyond those also influencing IQ. The unique environmental reading factor (accounting for 26% of variance) influenced academic abilities related to written expression. Future research will need to address whether these reading-specific genetic and unique environment relationships arise from causal effects of reading on scholastic abilities, or whether both share a common influence, such as pleiotropic genes/environmental factors.

Evaluating school and peer protective factors in the effects of interparental conflict on adolescent threat appraisals and self-efficacy

INTRODUCTION

Recent work has sought to understand how family-specific risk, such as exposure to interparental conflict, may generalize to developmentally-salient processes in adolescence. A cascade model has been identified in which conflict-specific threat appraisals may erode adolescents' self-efficacy over time, and in turn, undermine their psychological well-being. The goal of this study was to integrate success in the school and peer contexts as potential contextual protective factors that may mitigate the effects of interparental conflict on self-efficacy.

METHODS

We tested the additive and interactive effects of success in school and peer contexts on adolescent self-efficacy to better understand these ecological contextual factors for a family risk model. Analyses were conducted using structural equation modeling with a sample of 768 two-parent U.S. families across three measurement occasions. Interparental conflict, threat appraisals, self-efficacy, and school success and peer support were measured using multiple, established scales.

RESULTS

Results supported the additive effects model, in that school success and peer support significantly contributed to general self-efficacy above and beyond the effects of threat appraisals of interparental conflict, but did not moderate the association between threat appraisals and self-efficacy.

CONCLUSIONS

Findings indicate that strengths in school and peer contexts have potential to compensate for, but do not appear to buffer, the negative effects of threat appraisals of interparental conflict and underscore the importance of these contexts for understanding multifinality in outcomes of adolescents exposed to interparental conflict.

Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions

Academic procrastination has been a widespread problem behavior among undergraduates. This study aimed to examine the prevalence of academic procrastination among undergraduates in health professions, and explore the mediation effects of self-efficacy for self-regulation and fear of failure in the relationship between self-esteem and academic procrastination. A cross-sectional design was used to study 1184 undergraduates in health professions from China. Participants completed measures of academic procrastination, self-esteem, self-efficacy for self-regulation and fear of failure. We used Pearson product-moment correlation to examine the bivariate correlations between study variables, and path analysis to examine mediation. Among the 1184 undergraduates, 877 (74.1%) procrastinated on at least one type of academic task. The total score for academic procrastination was negatively correlated with scores for self-esteem and self-efficacy for self-regulation, and positively correlated with the score for fear of failure. Moreover, the relationship between self-esteem and academic procrastination was fully mediated by self-efficacy for self-regulation (indirect effect: β = - .15, 95% bootstrap CI - .19 to - .11) and fear of failure (indirect effect: β = - .06, 95% bootstrap CI - .09 to - .04). These findings suggest that interventions targeting the enhancement of self-efficacy for self-regulation and the conquest of fear of failure may prevent or reduce academic procrastination among undergraduates in health professions, especially for those with lower self-esteem.

Suicide attempt predicted by academic performance and childhood IQ: a cohort study of 26 000 children

OBJECTIVE

Academic performance in youth, measured by grade point average (GPA), predicts suicide attempt, but the mechanisms are not known. It has been suggested that general intelligence might underlie the association.

METHODS

We followed 26 315 Swedish girls and boys in population-representative cohorts, up to maximum 46 years of age, for the first suicide attempt in hospital records. Associations between GPA at age 16, IQ measured in school at age 13 and suicide attempt were investigated in Cox regressions and mediation analyses.

RESULTS

There was a clear graded association between lower GPA and subsequent suicide attempt. With control for potential confounders, those in the lowest GPA quartile had a near five-fold risk (HR 4.9, 95% CI 3.7-6.7) compared to those in the highest quartile. In a mediation analysis, the association between GPA and suicide attempt was robust, while the association between IQ and suicide attempt was fully mediated by GPA.

CONCLUSIONS

Poor academic performance in compulsory school, at age 16, was a robust predictor of suicide attempt past young adulthood and seemed to account for the association between lower childhood IQ and suicide attempt.

Assessing Mathematics Classroom Goal Structures in a Sample of Italian Students During Sixth Grade

The present study analyzed the factor validity of the Patterns of Adaptive Learning Scale (PALS) to assess students’ perceptions of mathematics classroom goal structures. Participants were N = 7,773 Italian students aged from 11 to 15 years ( M = 11.97, SD = 0.50). The confirmatory factor analysis replicated a three-factor structure (i.e., mastery, performance-avoidance, and performance-approach goals) of the scale. Multigroup confirmatory factor analyses supported configural, metric, and scalar measurement invariance of the scale across gender. Moreover, the students’ mathematics achievement was positively related to mastery goals and negatively associated with performance-avoidance goals. The use of the scale may help teachers to understand the relations between classroom goal structures and mathematics achievement during middle school.

Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables

The present study examined the predictive effects of intellectual ability, self-concept, goal orientations, learning strategies, popularity and parent involvement on academic achievement. Hierarchical regression analysis and path analysis were performed among a sample of 1398 high school students (mean age = 12.5; SD =.67) from eight education centers from the province of Alicante (Spain). Cognitive and non-cognitive variables were measured using validated questionnaires, whereas academic achievement was assessed using end-of-term grades obtained by students in nine subjects. The results revealed significant predictive effects of all of the variables. The model proposed had a satisfactory fit, and all of the hypothesized relationships were significant. These findings support the importance of including non-cognitive variables along with cognitive variables when predicting a model of academic achievement.

Risco e proteção de estudantes durante os anos finais do ensino fundamental

Resumo O estudo comparou alunos com baixo, médio e alto desempenho escolar em relação aos fatores de risco: reprovação escolar e violência intra e extrafamiliar e de proteção: habilidades sociais, autoeficácia e apoio social. Participaram 400 estudantes (M=13,6 anos, DP = 1,22) que frequentavam os três últimos anos do Ensino Fundamental de escolas do Estado do Rio de Janeiro. Os alunos responderam ao Questionário de informações demográficas, Inventário de Habilidades Sociais para Adolescentes, Escala de Percepção de Apoio Social e Escala de Autoeficácia. Os resultados indicaram que alunos com baixo desempenho escolar apresentaram mais fatores de risco e menos fatores de proteção quando comparados aos alunos com médio e alto desempenho escolar. Não foram encontradas diferenças nas habilidades sociais de Assertividade, Abordagem afetiva e Desenvoltura social entre grupos. O estudo discute influências de variáveis pessoais e de contexto dos alunos para o desempenho escolar no final do Ensino Fundamental.

Adolescents' Prosocial Behavior Predicts Good Grades Beyond Intelligence and Personality Traits

OBJECTIVE

Researchers have demonstrated the prediction of academic functioning by children's prosocial behavior (PB). The goal of our study was to examine the contribution of adolescents' PB for middle and senior high school grades after controlling for stability of achievement and for intelligence, Big Five traits, and sociodemographic variables (i.e., sex and socioeconomic status).

METHOD

Study 1 examined on 165 adolescents (48.5% boys) the prediction by peer-reported PB in 7th grade of academic achievement at the end of junior high school, after controlling for the above variables. Study 2 examined the prediction by 927 (52% girls) 8th graders' PB of academic achievement 5 years later, at the end of senior high school, taking into account the stability of grades, personality traits, and socio-structural variables.

RESULTS

Overall, hierarchical regression analysis indicated in both studies PB and Openness significantly predicted better grades in the short term and over time despite the high stability of grades across 5 years. Extraversion negatively predicted academic achievement across 1 year in junior high school.

CONCLUSION

Findings supported the view of PB as a strength and a key resource for adolescents' academic attainment.

Secondary Level Achievement

Abstract. The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.