1. Evaluación de un modelo social cognitivo del rendimiento en Lengua: la contribución adicional de la estructura de metas de dominio en el aula.
- Author
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Pérez, Edgardo, Medrano, Leonardo, Ayllón, Silvia, and Furlán, Luis
- Subjects
- *
SOCIAL cognitive theory , *LANGUAGE & languages , *ACADEMIC achievement , *HYPOTHESIS , *EDUCATION , *SELF-efficacy in students , *VERBAL ability , *CLASSROOMS - Abstract
Social cognitive theory has proven useful for predicting academic outcomes in several domains, emphasising the explanatory strength of self-efficacy beliefs. The present study investigates the adjustment of a social cognitive model for Language academic achievement in an Argentinean sample who attended 9th grade. The proposed model included predictors such as Writing Self-efficacy, Language Self-efficacy, Verbal Aptitude, and Mastery Classroom Goal Structures. The results showed adequate model fit and moderate explanatory power of Language grades (R2= .39). Verbal aptitude and writing self-efficacy beliefs contributed directly to explain Language grades. Additionally, mastery goal structures showed a direct and statistically significant contribution to explaining self-efficacy beliefs for Writing and Language, and an indirect but significant path to Language grades. In general, results support the proposed hypothesis and suggest several applications in educational fields. [ABSTRACT FROM AUTHOR]
- Published
- 2010
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