Benvenuti nell'Anagrafe della Ricerca d'Ateneo
La valutazione delle attività di ricerca che si svolgono nelle università ha assunto un'importanza rilevante sia per l'intero sistema universitario sia all'interno di ogni singolo ateneo. Roma Tre si è quindi dotata di idonei strumenti informativi in grado di supportare al meglio le azioni di monitoraggio e di valutazione delle attività di ricerca svolte nei propri dipartimentied ha realizzato una Anagrafe della Ricerca di Ateneo.
EnglishThe present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87 females) eighth grade students (Mage=13.47) in a junior high school located in a small town near Rome (Italy). All measures were administered at the beginning of eighth grade. Hierarchical regression analysis supported the unique contribution of SESRL on academic achievement at the end of the school year. Theoretical and practical implications are discussed. © 2012 Elsevier Inc.
| Titolo: | Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem |
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| Data di pubblicazione: | 2013 |
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| Citazione: | Antonio Zuffiano', Guido Alessandri, Maria Gerbino, Bernadette Paula Luengo Kanacri, Laura Di Giunta, Michela Milioni, et al. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. LEARNING AND INDIVIDUAL DIFFERENCES, 23(1), 158-162. |
| Abstract: | The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87 females) eighth grade students (Mage=13.47) in a junior high school located in a small town near Rome (Italy). All measures were administered at the beginning of eighth grade. Hierarchical regression analysis supported the unique contribution of SESRL on academic achievement at the end of the school year. Theoretical and practical implications are discussed. © 2012 Elsevier Inc. |
| Handle: | http://hdl.handle.net/11590/123073 |
| Appare nelle tipologie: | 1.1 Articolo in rivista |
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