Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate

Huy P. Phan; Bing H. Ngu

doi:doi:10.11648/j.ajap.20140304.11

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Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate

Huy P. Phan, Bing H. Ngu

Published in American Journal of Applied Psychology (Volume 3, Issue 4)

Received: 12 May 2014 Accepted: 22 May 2014 Published: 20 June 2014

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Abstract

A synthesis of the contemporary literature indicates that longitudinal examination of self-efficacy beliefs in educational contexts has been limited to a few notable studies. The present study, utilizing a longitudinal research design, makes attempts to explore the distal impact of students’ enactive learning experiences on their academic self-efficacy beliefs. More importantly, apart from this research focus, we also examine the interrelations between self-efficacy and three major motivation-related attributes of engagement (e.g., absorption) on students’ achievement outcomes in the subject mathematics. This avenue of inquiry, for example, stipulates motivation-related attributes of engagement as potential consequences and antecedents of self-efficacy beliefs. 326 Year 10 students (185 girls, 141 boys) participated in this investigation. We administered a number of Likert-scale questionnaires on multiple occasions over a two-year period, using SEM to analyze the repeated data. MPlus 7.11 yielded some key findings for discussion and educational consideration, for example: the positive influence of Time 1 enactive learning experience on Time 2 self-efficacy and Time 3 motivation-related attributes of engagement; and the positive influence of Time 2 and Time 4 self-efficacy beliefs on Time 5 achievement outcomes. Finally, evidence obtained indicated the mediating mechanisms of both self-efficacy and motivation-related attributes.

Published in	American Journal of Applied Psychology (Volume 3, Issue 4)
DOI	10.11648/j.ajap.20140304.11
Page(s)	80-91
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Personal Self-Efficacy, Motivation-Related Attributes of Engagement, Longitudinal Examination, Distal Impact

References

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Huy P. Phan, Bing H. Ngu. (2014). Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate. American Journal of Applied Psychology, 3(4), 80-91. https://doi.org/10.11648/j.ajap.20140304.11

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Huy P. Phan; Bing H. Ngu. Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate. Am. J. Appl. Psychol. 2014, 3(4), 80-91. doi: 10.11648/j.ajap.20140304.11

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AMA Style

Huy P. Phan, Bing H. Ngu. Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate. Am J Appl Psychol. 2014;3(4):80-91. doi: 10.11648/j.ajap.20140304.11

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@article{10.11648/j.ajap.20140304.11,
  author = {Huy P. Phan and Bing H. Ngu},
  title = {Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate},
  journal = {American Journal of Applied Psychology},
  volume = {3},
  number = {4},
  pages = {80-91},
  doi = {10.11648/j.ajap.20140304.11},
  url = {https://doi.org/10.11648/j.ajap.20140304.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20140304.11},
  abstract = {A synthesis of the contemporary literature indicates that longitudinal examination of self-efficacy beliefs in educational contexts has been limited to a few notable studies. The present study, utilizing a longitudinal research design, makes attempts to explore the distal impact of students’ enactive learning experiences on their academic self-efficacy beliefs. More importantly, apart from this research focus, we also examine the interrelations between self-efficacy and three major motivation-related attributes of engagement (e.g., absorption) on students’ achievement outcomes in the subject mathematics. This avenue of inquiry, for example, stipulates motivation-related attributes of engagement as potential consequences and antecedents of self-efficacy beliefs. 326 Year 10 students (185 girls, 141 boys) participated in this investigation. We administered a number of Likert-scale questionnaires on multiple occasions over a two-year period, using SEM to analyze the repeated data. MPlus 7.11 yielded some key findings for discussion and educational consideration, for example: the positive influence of Time 1 enactive learning experience on Time 2 self-efficacy and Time 3 motivation-related attributes of engagement; and the positive influence of Time 2 and Time 4 self-efficacy beliefs on Time 5 achievement outcomes. Finally, evidence obtained indicated the mediating mechanisms of both self-efficacy and motivation-related attributes.},
 year = {2014}
}

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TY  - JOUR
T1  - Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate
AU  - Huy P. Phan
AU  - Bing H. Ngu
Y1  - 2014/06/20
PY  - 2014
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DO  - 10.11648/j.ajap.20140304.11
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
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AB  - A synthesis of the contemporary literature indicates that longitudinal examination of self-efficacy beliefs in educational contexts has been limited to a few notable studies. The present study, utilizing a longitudinal research design, makes attempts to explore the distal impact of students’ enactive learning experiences on their academic self-efficacy beliefs. More importantly, apart from this research focus, we also examine the interrelations between self-efficacy and three major motivation-related attributes of engagement (e.g., absorption) on students’ achievement outcomes in the subject mathematics. This avenue of inquiry, for example, stipulates motivation-related attributes of engagement as potential consequences and antecedents of self-efficacy beliefs. 326 Year 10 students (185 girls, 141 boys) participated in this investigation. We administered a number of Likert-scale questionnaires on multiple occasions over a two-year period, using SEM to analyze the repeated data. MPlus 7.11 yielded some key findings for discussion and educational consideration, for example: the positive influence of Time 1 enactive learning experience on Time 2 self-efficacy and Time 3 motivation-related attributes of engagement; and the positive influence of Time 2 and Time 4 self-efficacy beliefs on Time 5 achievement outcomes. Finally, evidence obtained indicated the mediating mechanisms of both self-efficacy and motivation-related attributes.
VL  - 3
IS  - 4
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Author Information

Huy P. Phan

School of Education, University of New England, Armidale NSW 2351 AUSTRALIA
Bing H. Ngu

School of Education, University of New England, Armidale NSW 2351 AUSTRALIA

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APA Style

Huy P. Phan, Bing H. Ngu. (2014). Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate. American Journal of Applied Psychology, 3(4), 80-91. https://doi.org/10.11648/j.ajap.20140304.11

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ACS Style

Huy P. Phan; Bing H. Ngu. Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate. Am. J. Appl. Psychol. 2014, 3(4), 80-91. doi: 10.11648/j.ajap.20140304.11

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AMA Style

Huy P. Phan, Bing H. Ngu. Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate. Am J Appl Psychol. 2014;3(4):80-91. doi: 10.11648/j.ajap.20140304.11

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@article{10.11648/j.ajap.20140304.11,
  author = {Huy P. Phan and Bing H. Ngu},
  title = {Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate},
  journal = {American Journal of Applied Psychology},
  volume = {3},
  number = {4},
  pages = {80-91},
  doi = {10.11648/j.ajap.20140304.11},
  url = {https://doi.org/10.11648/j.ajap.20140304.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20140304.11},
  abstract = {A synthesis of the contemporary literature indicates that longitudinal examination of self-efficacy beliefs in educational contexts has been limited to a few notable studies. The present study, utilizing a longitudinal research design, makes attempts to explore the distal impact of students’ enactive learning experiences on their academic self-efficacy beliefs. More importantly, apart from this research focus, we also examine the interrelations between self-efficacy and three major motivation-related attributes of engagement (e.g., absorption) on students’ achievement outcomes in the subject mathematics. This avenue of inquiry, for example, stipulates motivation-related attributes of engagement as potential consequences and antecedents of self-efficacy beliefs. 326 Year 10 students (185 girls, 141 boys) participated in this investigation. We administered a number of Likert-scale questionnaires on multiple occasions over a two-year period, using SEM to analyze the repeated data. MPlus 7.11 yielded some key findings for discussion and educational consideration, for example: the positive influence of Time 1 enactive learning experience on Time 2 self-efficacy and Time 3 motivation-related attributes of engagement; and the positive influence of Time 2 and Time 4 self-efficacy beliefs on Time 5 achievement outcomes. Finally, evidence obtained indicated the mediating mechanisms of both self-efficacy and motivation-related attributes.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - Longitudinal Examination of Personal Self-Efficacy and Engagement-Related Attributes: How Do they Relate
AU  - Huy P. Phan
AU  - Bing H. Ngu
Y1  - 2014/06/20
PY  - 2014
N1  - https://doi.org/10.11648/j.ajap.20140304.11
DO  - 10.11648/j.ajap.20140304.11
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
SP  - 80
EP  - 91
PB  - Science Publishing Group
SN  - 2328-5672
UR  - https://doi.org/10.11648/j.ajap.20140304.11
AB  - A synthesis of the contemporary literature indicates that longitudinal examination of self-efficacy beliefs in educational contexts has been limited to a few notable studies. The present study, utilizing a longitudinal research design, makes attempts to explore the distal impact of students’ enactive learning experiences on their academic self-efficacy beliefs. More importantly, apart from this research focus, we also examine the interrelations between self-efficacy and three major motivation-related attributes of engagement (e.g., absorption) on students’ achievement outcomes in the subject mathematics. This avenue of inquiry, for example, stipulates motivation-related attributes of engagement as potential consequences and antecedents of self-efficacy beliefs. 326 Year 10 students (185 girls, 141 boys) participated in this investigation. We administered a number of Likert-scale questionnaires on multiple occasions over a two-year period, using SEM to analyze the repeated data. MPlus 7.11 yielded some key findings for discussion and educational consideration, for example: the positive influence of Time 1 enactive learning experience on Time 2 self-efficacy and Time 3 motivation-related attributes of engagement; and the positive influence of Time 2 and Time 4 self-efficacy beliefs on Time 5 achievement outcomes. Finally, evidence obtained indicated the mediating mechanisms of both self-efficacy and motivation-related attributes.
VL  - 3
IS  - 4
ER  -

Copy | Download