Self-efficacy in the classroom: the roles of motivation, positivity and resilience

Wood, C ORCID: https://orcid.org/0000-0003-1492-6501, Tramontano, C and Hemsley, S, 2021. Self-efficacy in the classroom: the roles of motivation, positivity and resilience. In: Khine, M and Nielsen, T, eds., Academic self-efficacy - precursors and effects in education: nature, assessment, and research. Springer. (Forthcoming)

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Abstract

Self-efficacy has been found to be consistently related to academic achievement. In a recent analysis of a nationally representative sample of over 3,000 UK school children aged 7-12 years old, we found that self-efficacy is one of four dimensions of children's classroom-related wellbeing and motivation to learn. In this chapter we will examine the extent to which children's self-efficacy (academic, emotional and social) can be explained by individual differences in motivation, positivity and resilience, and whether these patterns are influenced by the age and gender of pupils. We found that positivity and resilience were contributing to the children’s self-efficacy beliefs in all three domains, but there was a separation of contribution when we considered extrinsic and intrinsic motivation in relation to self-efficacy: specifically, intrinsic motivation contributed to the children’s emotional and academic self-efficacy only, and extrinsic motivation contributed to social self-efficacy alone.

Item Type:	Chapter in book
Creators:	Wood, C., Tramontano, C. and Hemsley, S.
Publisher:	Springer
Date:	21 February 2021
Identifiers:	Number Type 1412200 Other
Divisions:	Schools > School of Social Sciences
Record created by:	Linda Sullivan
Date Added:	02 Mar 2021 11:39
Last Modified:	31 May 2021 15:06
URI:	https://irep.ntu.ac.uk/id/eprint/42424

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