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The teaching process and the success of learning are closely linked to cognitive and motivational factors. The purpose of this study was to test a multilevel model in higher education students on the relationship between the teaching organization and the dimensions of grit and perceived competence. Participated 3033 students, who answered utility dimension inventories and organization, competition and grit. The results show that at the individual level, the organization by the teaching staff focused on the utility and organization is positively related to the student's scream, this relationship being mediated by the perceived competence. The organizational improvement of the teacher generates student achievements through the positive impact on their competence. [ABSTRACT FROM AUTHOR]

The authors of this paper have examined the relative contribution of personal (gender, emotional state, gender roles attitudes), contextual (perceived social supports and barriers) and cognitive (self-efficacy beliefs, interests, outcome expectations) variables to technological goals in a sample (N=1558) of high school Spanish students. The results of path analysis have provided confirmation for the extension of the Social-Cognitive Career Theory model, indicating that self-efficacy predicted interest, outcome expectations and goals. Additionally, outcome expectations predicted goals and interest. Perceived social support and perceived social barriers were related with self-efficacy, outcome expectations, goals and interest. Finally, there were gender differences in most variables. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze the predictive power of academic self-efficacy on academic self-concept dimensions in a sample of 860 Chilean students. Logistic regression analysis revealed that the academic self-efficacy was a positive and significant predictor of academic scales (Math, Verbal, and General Academic), not academic (Physical Abilities, Physical Appearance, Relationships with the Opposite Sex, Relationships with the Same Sex, Relationship with Parents, Sincerity-Veracity), and Self- Esteem scale, except for the Emotional Stability scale. The predictive value was stronger in the academic dimensions and self-esteem. [ABSTRACT FROM AUTHOR]