O IMPACTE DA AUTOEFICÁCIA NO DESEMPENHO ACADÉMICO
Palavras-chave:
autoeficácia, desempenho académico, estudantes universitários
Resumo
Este artigo foi elaborado de acordo com os critérios de uma Revisão Sistemática da Literatura, em que foi utilizada a base de dados ERIC para coletar as pesquisas realizadas a respeito do impacte da autoeficácia no desempenho académico de estudantes universitários. A autoeficácia define-se como a crença que um estudante tem na sua capacidade de execução de uma tarefa. Para isso, foram analisados 9 artigos que atendiam aos critérios de inclusão pré-definidos nesta investigação. Os resultados empíricos sugerem que é fundamental a compreensão dos fatores que influenciam o desempenho académico, sejam eles de ordem psicológica ou não psicológica. Nos fatores psicológicos, é importante observar a predominância de subcategorias relacionadas ao autoconhecimento e autocontrole, como lócus de controle interno, autorregulação, autogestão, orientação para o futuro e consciência metacognitiva. Os fatores não psicológicos, há aqueles imutáveis, como género biológico, e aqueles em que a mudança ocorre muito lentamente e não depende do indivíduo, como a cultura. Com base nos resultados desta revisão, sugere-se novas pesquisas para investigar especificamente o desempenho académico e as variáveis que se relacionam significativamente com a autoeficácia.
Referências
Al-Abyadh, M. H. A., & Abdel Azeem, H. A. H. (2022). Academic Achievement: Influences of University Students’ Self-Management and Perceived Self-Efficacy. Journal of Intelligence, 10(3). https://doi.org/10.3390/jintelligence10030055
Al-Harthy, I. S., Was, C. A., & Isaacson, R. M. (2010). Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis. International Journal of Education, 2(1), 2. https://doi.org/10.5296/IJE.V2I1.357
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1994). Encyclopedia of mental health (Vol. 4). Academic Press. http://www.des.emory.edu/mfp/BanEncy.html
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. https://doi.org/10.1016/S0959-4752(96)00015-1
Burgos-Torre, K. S., & Salas-Blas, E. (2020). Procrastinación y Autoeficacia académica en estudiantes universitarios limeños. Propósitos y Representaciones, 8(3), 790. https://doi.org/10.20511/PYR2020.V8N3.790
Chigne, C. O. (2017). Autoeficacia y procrastinación académica en estudiantes de una universidad nacional de Lima Metropolitana.
Conner, M. (2015). Self-Efficacy, Stress, and Social Support in Retention of Student Registered Nurse Anesthetists. AANA journal, 83(2). https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=00946354&AN=102321364&h=ghfg3QY2C66GhDMBnBOd9pic0Mbq1f%2Fi6yPWXE%2FMPIeJ4M%2ByOxakGPtIJdxDyrtPqef4VY3XzQ%2FY3%2Bh6kz8Z0Q%3D%3D&crl=c&casa_token=kI6dedaf0bgAAAAA:IBfH9ZUDvw05qCzd5-hpr1Td94Dxgh3zCTpwwnFwaatwYbUFVguBmYOz4NlSJ_AGbuC_wELO9g
Coutinho, C. P. (2023). Metodologia de investigação em Ciências Sociais e Humanas. 2a Edição.
Creamer, E. G., & Reeping, D. (2020). Advancing mixed methods in psychological research. Methods in Psychology, 3. https://doi.org/10.1016/J.METIP.2020.100035
Díaz-Morales, J. F., & Escribano, C. (2015). Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences. Chronobiology International, 32(6), 822–831. https://doi.org/10.3109/07420528.2015.1041599
Doğan, E., Güven, Ş., Dal, N., Tok, S., & Işık, U. (2023). AN INVESTIGATION OF THE DUNNING-KRUGER EFFECT IN FIRST-YEAR COLLEGE STUDENTS DURING DISTANCE EDUCATION. Journal of Educators Online, 20(4). https://doi.org/10.9743/JEO.2023.20.4.7
Farruggia, S. P., Han, C. W., Watson, L., Moss, T. P., & Bottoms, B. L. (2016). Noncognitive Factors and College Student Success. https://doi.org/10.1177/1521025116666539, 20(3), 308–327. https://doi.org/10.1177/1521025116666539
Fior, C., Polydoro, S., Pelissoni, A. M. S., Dantas, M. A., Martins, M. J., & Almeida, L. D. S. (2022). Impacto da Autoeficácia e do Rendimento Acadêmico no Abandono de Estudantes do Ensino Superior. Psicologia Escolar e Educacional, 26, 1–12. https://doi.org/https://doi.org/10.1590/2175-35392022235218
Foulstone, A. R., & Kelly, A. (2019). Enhancing academic self-efficacy and performance among fourth year psychology students: Findings from a short educational intervention. International Journal for the Scholarship of Teaching and Learning, 13(2), 9. https://doi.org/10.20429/ijsotl.2019.130209
género - Dicionário Online Priberam de Português. (sem data). Obtido 11 de Dezembro de 2023, de https://dicionario.priberam.org/g%C3%A9nero
Hamann, K., Pilotti, M. A. E., & Wilson, B. M. (2021). What lies beneath: The role of self-efficacy, causal attribution habits, and gender in accounting for the success of college students. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070333
Han, C., Farruggia, S., & Moss, T. P. (2017). Effects of academic mindsets on college students’ achievement and retention. Journal of College Student Development, 58(8), 16. https://doi.org/10.1353/csd.2017.0089
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. npj Science of Learning 2016 1:1, 1(1), 1–13. https://doi.org/10.1038/npjscilearn.2016.13
Hernández, Y. C. U., Cueto, O. F. A., Shardin-Flores, N., & Luy-Montejo, C. A. (2020). Academic Procrastination, Self-Esteem and Self-Efficacy in University Students: Comparative Study in Two Peruvian Cities. International Journal of Criminology and Sociology, 9, 2474–2480. https://doi.org/10.6000/1929-4409.2020.09.300
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/J.EDUREV.2015.11.002
Jeynes, W. H. (2008). A meta-analysis of the relationship between phonics instruction and minority elementary school student academic achievement. Education and Urban Society, 40(2), 151–166. https://doi.org/10.1177/0013124507304128
Kadiyono, A., & Hafiar, H. (2017). The role of academic self-management in improving students’ academic achievement. Em Ideas for 21st Century Education (pp. 117–120). Routledge. https://doi.org/10.1201/9781315166575-30
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121–1134. https://doi.org/10.1037//0022-3514.77.6.1121
Lundberg, C. A., McIntire, D. D., & Creasman, C. T. (2008). Sources of Social Support and Self-Efficacy for Adult Students. Journal of College Counseling, 11(1), 58–72. https://doi.org/10.1002/J.2161-1882.2008.TB00024.X
Marques, S. C., Lopez, S. J., Fontaine, A. M., Coimbra, S., & Mitchell, J. (2015). How much hope is enough? Levels of hope and students’ psychological and school functioning. Psychology in the Schools, 52(4), 325–334. https://doi.org/10.1002/pits.21833
Marreiros, N. (2009). Considerações teóricas sobre o conceito. REVISTA TOXICODEPENDÊNCIAS, 61–68.
Mazzetti, G., Paolucci, A., Guglielmi, D., & Vannini, I. (2020). The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students. Education Sciences 2020, Vol. 10, Page 134, 10(5), 134. https://doi.org/10.3390/EDUCSCI10050134
Moraes, R., & Galiazzi, M. D. C. (2006). Análise textual discursiva: processo reconstrutivo de múltiplas faces. Ciência & Educação (Bauru), 12, 117–128. https://www.scielo.br/j/ciedu/a/wvLhSxkz3JRgv3mcXHBWSXB/
Myers, C. A., & Hatchel, J. M. (2019). Personality and Cognitive Factors Related to Completing Extra Credit Assignments. International Journal for the Scholarship of Teaching and Learning, 13(2), 7. https://doi.org/10.20429/ijsotl.2019.130207
Okoli, C., & Schabram, K. (2010). A Guide to Conducting a Systematic Literature Review of Information Systems Research. SSRN Electronic Journal. https://doi.org/10.2139/SSRN.1954824
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2022). A declaração PRISMA 2020: diretriz atualizada para relatar revisões sistemáticas. Revista Panamericana de Salud Pública, 46. https://doi.org/10.26633/RPSP.2022.112
Penzar, E. C., Shea, M., & Edwards, C. N. (2021). College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy.
Robbins, S. B., Le, H., Davis, D., Lauver, K., Langley, R., & Carlstrom, A. (2004). Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
Sari, H. Y., Gelbal, S., & Sari, H. I. (2020). Factors Affecting Academic Self-efficacy of Syrian Refugee Students: A Path Analysis Model. International Journal of Assessment Tools in Education, 7(2), 266–279. https://doi.org/10.21449/IJATE.702041
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/BUL0000098
Schraw, G., & Dennison, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/CEPS.1994.1033
Seginer, R., & Mahajna, S. (2018). Future orientation links perceived parenting and academic achievement: Gender differences among Muslim adolescents in Israel. Learning and Individual Differences, 67, 197–208. https://doi.org/10.1016/J.LINDIF.2018.08.009
Sitzmann, T., & Ely, K. (2011). A Meta-Analysis of Self-Regulated Learning in Work-Related Training and Educational Attainment: What We Know and Where We Need to Go. Psychological Bulletin, 137(3), 421–442. https://doi.org/10.1037/A0022777
Snyder, C. R. (2002). Psychological Inquiry Copyright ? (Vol. 13, Número 4). Lawrence Erlbaum Associates, Inc. https://about.jstor.org/terms
Soyer, M. K., & Kirikkanat, B. (2019). Undergraduates’ Achievement Goal Orientations, Academic Self-Efficacy and Hope as the Predictors of Their Learning Approaches. European Journal of Educational Research, 8(1), 99–106. https://doi.org/10.12973/eu
Stan, M. M. (2021). Self-Management Skills and Student Achievement – A Pilot Study. Em ATEE 2020-Winter Conference. Teacher Education for Promoting Well-Being in School. Suceava (pp. 490–506). Editura Lumen, Asociatia Lumen.
Steinmayr, R., Wirthwein, L., Meißner, A., & Weidinger, A. F. (2014). Academic achievement. https://doi.org/10.1093/obo/9780199756810-0108
Sulistiawati, S., Kusumah, Y. S., Dahlan, J. A., Juandi, D., & Vos, H. (2023). A Bibliometric Analysis: Trend of Studies in Self-Regulated Learning Over The Past Three Decades. Journal on Learning and Advanced Education, 5(2), 178–197. https://doi.org/10.23917/ijolae.v5i2.21381
Vieira, C. C., Nogueira, C., Henriques, F., Marques, F. M., Lowndes Vicente, F., Teixeira, F., Coelho, L., Duarte, M., Helena Loureiro, M., Silva, P., Monteiro, R., Tavares, T.-C., Pinto, T., Toldy, T., & Ferreira, V. (2017). conhecimento, Género e cidadania no Ensino Secundário.
Wilcox, G., & Nordstokke, D. (2019). Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year. Em CJHE / RCES (Vol. 49, Número 1).
Winne, P. H., & Nesbit, J. C. (2009). The Psychology of Academic Achievement. Annual Review of Psychology, 61, 653–678. https://doi.org/10.1146/ANNUREV.PSYCH.093008.100348
Yahsi Sari, H., Gelbal, S., & Sari, H. (2020). Factors Affecting Academic Self-efficacy of Syrian Refugee Students: A Path Analysis Model. International Journal of Assessment Tools in Education, 7(2), 266–279. https://doi.org/10.21449/ijate.702041
York, T., Gibson, C., assessment, S. R.-, research, undefined, and, undefined, & 2019, undefined. (2015). Defining and measuring academic success. scholarworks.umass.edu, 20. https://doi.org/10.7275/hz5x-tx03
Young, A., & Fry, J. D. (2008). Metacognitive Awareness and Academic Achievement in College Students. Journal of the Scholarship of Teaching and Learning, 8(2), 1–10.
Zappala-Piemme, K. E., Sturman, E. D., Brannigan, G. G., & Brannigan, M. J. (2023). Building mental toughness: A middle school intervention to increase grit, locus of control, and academic performance. Psychology in the Schools, 60(8), 2975–2990. https://doi.org/10.1002/pits.22893
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/S15326985EP2501_2
Zumárraga-Espinosa, M., & Cevallos-Pozo, G. (2022). Autoeficacia, procrastinación y rendimiento académico en estudiantes universitarios de Ecuador. ALTERIDAD. Revista de Educación, 17(2), 277–290. https://doi.org/https://doi.org/10.17163/alt.v17n2.2022.08
Al-Harthy, I. S., Was, C. A., & Isaacson, R. M. (2010). Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis. International Journal of Education, 2(1), 2. https://doi.org/10.5296/IJE.V2I1.357
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1994). Encyclopedia of mental health (Vol. 4). Academic Press. http://www.des.emory.edu/mfp/BanEncy.html
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. https://doi.org/10.1016/S0959-4752(96)00015-1
Burgos-Torre, K. S., & Salas-Blas, E. (2020). Procrastinación y Autoeficacia académica en estudiantes universitarios limeños. Propósitos y Representaciones, 8(3), 790. https://doi.org/10.20511/PYR2020.V8N3.790
Chigne, C. O. (2017). Autoeficacia y procrastinación académica en estudiantes de una universidad nacional de Lima Metropolitana.
Conner, M. (2015). Self-Efficacy, Stress, and Social Support in Retention of Student Registered Nurse Anesthetists. AANA journal, 83(2). https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=00946354&AN=102321364&h=ghfg3QY2C66GhDMBnBOd9pic0Mbq1f%2Fi6yPWXE%2FMPIeJ4M%2ByOxakGPtIJdxDyrtPqef4VY3XzQ%2FY3%2Bh6kz8Z0Q%3D%3D&crl=c&casa_token=kI6dedaf0bgAAAAA:IBfH9ZUDvw05qCzd5-hpr1Td94Dxgh3zCTpwwnFwaatwYbUFVguBmYOz4NlSJ_AGbuC_wELO9g
Coutinho, C. P. (2023). Metodologia de investigação em Ciências Sociais e Humanas. 2a Edição.
Creamer, E. G., & Reeping, D. (2020). Advancing mixed methods in psychological research. Methods in Psychology, 3. https://doi.org/10.1016/J.METIP.2020.100035
Díaz-Morales, J. F., & Escribano, C. (2015). Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences. Chronobiology International, 32(6), 822–831. https://doi.org/10.3109/07420528.2015.1041599
Doğan, E., Güven, Ş., Dal, N., Tok, S., & Işık, U. (2023). AN INVESTIGATION OF THE DUNNING-KRUGER EFFECT IN FIRST-YEAR COLLEGE STUDENTS DURING DISTANCE EDUCATION. Journal of Educators Online, 20(4). https://doi.org/10.9743/JEO.2023.20.4.7
Farruggia, S. P., Han, C. W., Watson, L., Moss, T. P., & Bottoms, B. L. (2016). Noncognitive Factors and College Student Success. https://doi.org/10.1177/1521025116666539, 20(3), 308–327. https://doi.org/10.1177/1521025116666539
Fior, C., Polydoro, S., Pelissoni, A. M. S., Dantas, M. A., Martins, M. J., & Almeida, L. D. S. (2022). Impacto da Autoeficácia e do Rendimento Acadêmico no Abandono de Estudantes do Ensino Superior. Psicologia Escolar e Educacional, 26, 1–12. https://doi.org/https://doi.org/10.1590/2175-35392022235218
Foulstone, A. R., & Kelly, A. (2019). Enhancing academic self-efficacy and performance among fourth year psychology students: Findings from a short educational intervention. International Journal for the Scholarship of Teaching and Learning, 13(2), 9. https://doi.org/10.20429/ijsotl.2019.130209
género - Dicionário Online Priberam de Português. (sem data). Obtido 11 de Dezembro de 2023, de https://dicionario.priberam.org/g%C3%A9nero
Hamann, K., Pilotti, M. A. E., & Wilson, B. M. (2021). What lies beneath: The role of self-efficacy, causal attribution habits, and gender in accounting for the success of college students. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070333
Han, C., Farruggia, S., & Moss, T. P. (2017). Effects of academic mindsets on college students’ achievement and retention. Journal of College Student Development, 58(8), 16. https://doi.org/10.1353/csd.2017.0089
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. npj Science of Learning 2016 1:1, 1(1), 1–13. https://doi.org/10.1038/npjscilearn.2016.13
Hernández, Y. C. U., Cueto, O. F. A., Shardin-Flores, N., & Luy-Montejo, C. A. (2020). Academic Procrastination, Self-Esteem and Self-Efficacy in University Students: Comparative Study in Two Peruvian Cities. International Journal of Criminology and Sociology, 9, 2474–2480. https://doi.org/10.6000/1929-4409.2020.09.300
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/J.EDUREV.2015.11.002
Jeynes, W. H. (2008). A meta-analysis of the relationship between phonics instruction and minority elementary school student academic achievement. Education and Urban Society, 40(2), 151–166. https://doi.org/10.1177/0013124507304128
Kadiyono, A., & Hafiar, H. (2017). The role of academic self-management in improving students’ academic achievement. Em Ideas for 21st Century Education (pp. 117–120). Routledge. https://doi.org/10.1201/9781315166575-30
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121–1134. https://doi.org/10.1037//0022-3514.77.6.1121
Lundberg, C. A., McIntire, D. D., & Creasman, C. T. (2008). Sources of Social Support and Self-Efficacy for Adult Students. Journal of College Counseling, 11(1), 58–72. https://doi.org/10.1002/J.2161-1882.2008.TB00024.X
Marques, S. C., Lopez, S. J., Fontaine, A. M., Coimbra, S., & Mitchell, J. (2015). How much hope is enough? Levels of hope and students’ psychological and school functioning. Psychology in the Schools, 52(4), 325–334. https://doi.org/10.1002/pits.21833
Marreiros, N. (2009). Considerações teóricas sobre o conceito. REVISTA TOXICODEPENDÊNCIAS, 61–68.
Mazzetti, G., Paolucci, A., Guglielmi, D., & Vannini, I. (2020). The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students. Education Sciences 2020, Vol. 10, Page 134, 10(5), 134. https://doi.org/10.3390/EDUCSCI10050134
Moraes, R., & Galiazzi, M. D. C. (2006). Análise textual discursiva: processo reconstrutivo de múltiplas faces. Ciência & Educação (Bauru), 12, 117–128. https://www.scielo.br/j/ciedu/a/wvLhSxkz3JRgv3mcXHBWSXB/
Myers, C. A., & Hatchel, J. M. (2019). Personality and Cognitive Factors Related to Completing Extra Credit Assignments. International Journal for the Scholarship of Teaching and Learning, 13(2), 7. https://doi.org/10.20429/ijsotl.2019.130207
Okoli, C., & Schabram, K. (2010). A Guide to Conducting a Systematic Literature Review of Information Systems Research. SSRN Electronic Journal. https://doi.org/10.2139/SSRN.1954824
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2022). A declaração PRISMA 2020: diretriz atualizada para relatar revisões sistemáticas. Revista Panamericana de Salud Pública, 46. https://doi.org/10.26633/RPSP.2022.112
Penzar, E. C., Shea, M., & Edwards, C. N. (2021). College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy.
Robbins, S. B., Le, H., Davis, D., Lauver, K., Langley, R., & Carlstrom, A. (2004). Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
Sari, H. Y., Gelbal, S., & Sari, H. I. (2020). Factors Affecting Academic Self-efficacy of Syrian Refugee Students: A Path Analysis Model. International Journal of Assessment Tools in Education, 7(2), 266–279. https://doi.org/10.21449/IJATE.702041
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/BUL0000098
Schraw, G., & Dennison, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/CEPS.1994.1033
Seginer, R., & Mahajna, S. (2018). Future orientation links perceived parenting and academic achievement: Gender differences among Muslim adolescents in Israel. Learning and Individual Differences, 67, 197–208. https://doi.org/10.1016/J.LINDIF.2018.08.009
Sitzmann, T., & Ely, K. (2011). A Meta-Analysis of Self-Regulated Learning in Work-Related Training and Educational Attainment: What We Know and Where We Need to Go. Psychological Bulletin, 137(3), 421–442. https://doi.org/10.1037/A0022777
Snyder, C. R. (2002). Psychological Inquiry Copyright ? (Vol. 13, Número 4). Lawrence Erlbaum Associates, Inc. https://about.jstor.org/terms
Soyer, M. K., & Kirikkanat, B. (2019). Undergraduates’ Achievement Goal Orientations, Academic Self-Efficacy and Hope as the Predictors of Their Learning Approaches. European Journal of Educational Research, 8(1), 99–106. https://doi.org/10.12973/eu
Stan, M. M. (2021). Self-Management Skills and Student Achievement – A Pilot Study. Em ATEE 2020-Winter Conference. Teacher Education for Promoting Well-Being in School. Suceava (pp. 490–506). Editura Lumen, Asociatia Lumen.
Steinmayr, R., Wirthwein, L., Meißner, A., & Weidinger, A. F. (2014). Academic achievement. https://doi.org/10.1093/obo/9780199756810-0108
Sulistiawati, S., Kusumah, Y. S., Dahlan, J. A., Juandi, D., & Vos, H. (2023). A Bibliometric Analysis: Trend of Studies in Self-Regulated Learning Over The Past Three Decades. Journal on Learning and Advanced Education, 5(2), 178–197. https://doi.org/10.23917/ijolae.v5i2.21381
Vieira, C. C., Nogueira, C., Henriques, F., Marques, F. M., Lowndes Vicente, F., Teixeira, F., Coelho, L., Duarte, M., Helena Loureiro, M., Silva, P., Monteiro, R., Tavares, T.-C., Pinto, T., Toldy, T., & Ferreira, V. (2017). conhecimento, Género e cidadania no Ensino Secundário.
Wilcox, G., & Nordstokke, D. (2019). Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year. Em CJHE / RCES (Vol. 49, Número 1).
Winne, P. H., & Nesbit, J. C. (2009). The Psychology of Academic Achievement. Annual Review of Psychology, 61, 653–678. https://doi.org/10.1146/ANNUREV.PSYCH.093008.100348
Yahsi Sari, H., Gelbal, S., & Sari, H. (2020). Factors Affecting Academic Self-efficacy of Syrian Refugee Students: A Path Analysis Model. International Journal of Assessment Tools in Education, 7(2), 266–279. https://doi.org/10.21449/ijate.702041
York, T., Gibson, C., assessment, S. R.-, research, undefined, and, undefined, & 2019, undefined. (2015). Defining and measuring academic success. scholarworks.umass.edu, 20. https://doi.org/10.7275/hz5x-tx03
Young, A., & Fry, J. D. (2008). Metacognitive Awareness and Academic Achievement in College Students. Journal of the Scholarship of Teaching and Learning, 8(2), 1–10.
Zappala-Piemme, K. E., Sturman, E. D., Brannigan, G. G., & Brannigan, M. J. (2023). Building mental toughness: A middle school intervention to increase grit, locus of control, and academic performance. Psychology in the Schools, 60(8), 2975–2990. https://doi.org/10.1002/pits.22893
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/S15326985EP2501_2
Zumárraga-Espinosa, M., & Cevallos-Pozo, G. (2022). Autoeficacia, procrastinación y rendimiento académico en estudiantes universitarios de Ecuador. ALTERIDAD. Revista de Educación, 17(2), 277–290. https://doi.org/https://doi.org/10.17163/alt.v17n2.2022.08
Publicado
2024-07-08
Secção
Artigos
Direitos de Autor (c) 2024 Danielle Rezende Rodrigues, Cristiana Valente Pinheiro
Este trabalho está licenciado com uma Licença Creative Commons - Atribuição 4.0 Internacional.
