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Academic buoyancy, academic self-efficacy and the linking role of goal valuation
Author
Nur Ashikin Abdullah
Supervisor
Chong, Wan Har
Abstract
Relations among academic buoyancy, academic self-efficacy (ASE), and goal valuation were examined in 450 adolescents, age 13 to 16 years, from 11 secondary schools in Singapore. The present investigation also compared the academic buoyancy, ASE and goal valuation of the three educational streams, paying particular attention to the low-ability learners (students in the Normal Technical stream). In addition, gender differences were also explored.
The participants were administered a self-report questionnaire that involved ratings on a 7-point Likert-type scale; seeking their judgements, perceptions and beliefs about themselves with regards to ASE, goal valuation and academic buoyancy. Using Baron and Kenny’s (1986) four-step process, this research examined the hypothesis the relationship between ASE and academic buoyancy was mediated by adolescents’ valuation of their academic goals.
Findings from this study revealed that when goal valuation was included in the model, the previously significant relationship between ASE and academic buoyancy was significantly reduced in magnitude. Thus, this provides confirmation in the current sample that goal valuation was a partial mediator of ASE and academic buoyancy. The findings suggested that the low-ability learner registered significantly lower goal valuations as compared to the higher academic-ability learners (Express and Normal Academic streams). In addition, across all the three academic streams, boys significantly rated lower goal valuations as compared to girls. This study also discussed the applied and practical implications for interventions in schools.
The participants were administered a self-report questionnaire that involved ratings on a 7-point Likert-type scale; seeking their judgements, perceptions and beliefs about themselves with regards to ASE, goal valuation and academic buoyancy. Using Baron and Kenny’s (1986) four-step process, this research examined the hypothesis the relationship between ASE and academic buoyancy was mediated by adolescents’ valuation of their academic goals.
Findings from this study revealed that when goal valuation was included in the model, the previously significant relationship between ASE and academic buoyancy was significantly reduced in magnitude. Thus, this provides confirmation in the current sample that goal valuation was a partial mediator of ASE and academic buoyancy. The findings suggested that the low-ability learner registered significantly lower goal valuations as compared to the higher academic-ability learners (Express and Normal Academic streams). In addition, across all the three academic streams, boys significantly rated lower goal valuations as compared to girls. This study also discussed the applied and practical implications for interventions in schools.
Date Issued
2017
Call Number
BF637.S38 Nur
Date Submitted
2017