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    Tira-Tira &amp Olvida

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    pemea2008
    This document discusses a study that examined the role of self-regulation in predicting college students' self-efficacy and academic achievement. The study found that a measure of self-regulation fit the model, while two items did not. A measure of self-efficacy was also found to fit the model. While items in both measures significantly correlated with each other, self-regulation and self-efficacy did not significantly relate to academic achievement. Some fit indices indicated good model fit, while others suggested poor fit. The results confirm theories linking self-efficacy to self-regulated learning. Further study is needed to confirm the non-significant relationships to academic achievement. Researchers should report both fit and strength of paths when correlations are low.

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    Tira-Tira &amp Olvida

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    pemea2008
    112 views16 pages
    This document discusses a study that examined the role of self-regulation in predicting college students' self-efficacy and academic achievement. The study found that a measure of self-regulation fit the model, while two items did not. A measure of self-efficacy was also found to fit the model. While items in both measures significantly correlated with each other, self-regulation and self-efficacy did not significantly relate to academic achievement. Some fit indices indicated good model fit, while others suggested poor fit. The results confirm theories linking self-efficacy to self-regulated learning. Further study is needed to confirm the non-significant relationships to academic achievement. Researchers should report both fit and strength of paths when correlations are low.

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    This document discusses a study that examined the role of self-regulation in predicting college students' self-efficacy and academic achievement. The study found that a measure of self-regulation fit the model, while two items did not. A measure of self-efficacy was also found to fit the model. While items in both measures significantly correlated with each other, self-regulation and self-efficacy did not significantly relate to academic achievement. Some fit indices indicated good model fit, while others suggested poor fit. The results confirm theories linking self-efficacy to self-regulated learning. Further study is needed to confirm the non-significant relationships to academic achievement. Researchers should report both fit and strength of paths when correlations are low.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    112 views16 pages

    Tira-Tira &amp Olvida

    Uploaded by

    pemea2008
    This document discusses a study that examined the role of self-regulation in predicting college students' self-efficacy and academic achievement. The study found that a measure of self-regulation fit the model, while two items did not. A measure of self-efficacy was also found to fit the model. While items in both measures significantly correlated with each other, self-regulation and self-efficacy did not significantly relate to academic achievement. Some fit indices indicated good model fit, while others suggested poor fit. The results confirm theories linking self-efficacy to self-regulated learning. Further study is needed to confirm the non-significant relationships to academic achievement. Researchers should report both fit and strength of paths when correlations are low.

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    of 16

    Role of Self-Re gulation

    in Predicting Colle ge
    Students
    Self Ef ficacy and
    Academic Achievement

    NICLIE L. TIRATIRA
    CHERYL OLVIDA
    Introduction

     Self-regulated learning
    - Zimmerman and Schunk (1989)
    - Boekaerts (1999)
    - Pintrich (2003)
     Self-Regulation And Academic
    Achievement
    - Diehl et.al.,2004
    .,
    - Zimmerman, 2000
    - Blair and Razza, 2007
     Self Efficacy And Academic
    Achievement
    - Bandura, 1997
    - Pintrich and De Groot, 1990
    - Gaskill & Murphy, 2004
     Self-Efficacy And Self-Regulation
    - Feather, 1988; Fincham & Cain,
    1986; Paris & Oka, 1986; Pintrich &
    Schrauben, 1992; Pokay &
    Blumenfeld; 1990; Schunk, 1982b,
    1985
    - Pintrich & Garcia, 1991
    - Pintrich and De Groot, 1990
    Method
     Participants
    - The participants were 227 BS
    psychology students of the University
    of Rizal System –Morong Campus.
     Instruments used in the study
    - Self-Regulation Scale by Ralf
    Schwarzer, Manfred Diehl, & Gerdamarie
    S. Schmitz, 1999
    - General Self-Efficacy Scale by
    Schwarzer
    Result
     statistical analysis using Statistica 7
     The result of the path analysis shows
    that the Schwarzer Self-regulation scale
    fit the model at .00 value but items 5 and
    7 with a value of .564 and .754
    respectively doesn’t fit the model.
    However, the General Self-efficacy scale
    fit the model for self-efficacy with the
    probability of all the items at 0.00.
     Self-regulation does not significantly
    relate to Academic Achievement with a
    probability of .743 and parameter
    estimate of -0.019, hence Self-efficacy to
    Academic Achievement is also non
    significant with a with a parameter
    estimate of –0.044 and probability of
    0.413.
     Nonetheless, parameter estimates for all
    the items in both Self-regulation and Self-
    efficacy significantly correlate with
    probability for all items at 0.00.
     Noncentrality Fit Indices for path model 3
    shows that Population Noncentrality
    Parameter measures that model fit at
    upper 90% with a value of 1.152, Steiger-
    Lind RMSEA Index measures that the
    model does not fit at 0.078 as well as
    McDonald Noncentrality Index at 0.722,
    Population Gamma Index at 0.941,
    Adjusted Population Gamma Index at
    0.928.
     The Single Sample Fit Indices, on the other
    hand shows that the path model 3 has a good
    fit base on Akaike Information Criterion3.159
    Schwarz's Bayesian Criterion3.810
    Browne-Cudeck Cross Validation Index 3.200.
    Nonetheless, Joreskog GFI at 0.849 Joreskog
    AGFI at 0.814, Bentler-Bonett Normed Fit
    Index at 0.221, Bentler-Bonett Non-Normed Fit
    Index at 0.176 Bentler Comparative Fit Index at
    0.262, James-Mulaik-Brett Parsimonious Fit
    Index at 0.198, and Bollen's Rho at
    0.130 indicates that the model is not a good fit.
    Discussion
     The result of the statistical analysis
    confirm the theory of Feather, 1988;
    Fincham & Cain, 1986; Paris & Oka,
    1986; Pintrich & Schrauben, 1992; Pokay
    & Blumenfeld; 1990; Schunk, 1982b,
    1985 which sates that self-efficacy is
    related to self-regulated learning
    variables
     Findings in this area suggest that
    students who believe they are capable of
    performing academic tasks use more
    cognitive and metacognitive strategies
    and persist longer than those who do not
    (Pintrich & Garcia, 1991).
     the result that shows the non-significant
    relationship of Self-regulation and Self-
    efficacy to Academic Achievement needs
    further confirmation through a follow-up
    study
     In cases where the variables have low
    correlation, the structural (path) coefficients will
    be low also. Researchers should report not
    only goodness-of-fit measures but also should
    report the structural coefficients so that the
    strength of paths in the model can be
    assessed. Readers should not be left with the
    impression that a model is strong simply
    because the "fit" is high. When correlations are
    low, path coefficients may be so low as not to
    be significant.... even when fit indexes show
    "good fit."
    END…THANK YOU FOR
    LISTENING!..

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