Moses, Victor and Umma, Abdulwahid (2018) Mediating Influence of Academic Self-Efficacy on the Nexus between Cognitive Engagement and Learning Outcome of Secondary School Students. Asian Journal of Education and Social Studies, 2 (1). pp. 1-8. ISSN 25816268
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Abstract
The purpose of this study was to examine predictions of a model explaining mediated effects, direct and indirect, of academic self-efficacy on the relationship between cognitive engagements and learning outcome in a sample of 380 Senior Secondary School Students [mean age = 15.84±2.56]. The questionnaire was used to collect data on cognitive engagement and academic self-efficacy while learning outcome was measured via performance test in three subjects administered in the classroom. Data collected were analysed by software; LISREL version 9.30. The results strongly supported the model demonstrating that deep cognitive processing and persistence directly predicts learning outcome and indirectly predicts learning outcome when mediated by academic self-efficacy. Shallow cognitive processing poorly predicts academic self-efficacy and negatively predicts learning outcome. As expected, academic self-efficacy directly predicts learning outcome. The study concludes that the impact of cognitive engagement on learning outcome of students can be greatly enhanced by their level of self-efficacy.
Item Type: | Article |
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Subjects: | Open Library Press > Social Sciences and Humanities |
Depositing User: | Unnamed user with email support@openlibrarypress.com |
Date Deposited: | 10 May 2023 06:40 |
Last Modified: | 20 Sep 2024 03:55 |
URI: | http://info.euro-archives.com/id/eprint/1176 |