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01-04-2007 | Original Paper | Uitgave 3/2007

Journal of Youth and Adolescence 3/2007

Academic Self-Efficacy Beliefs and Quality of Experience in Learning

Journal of Youth and Adolescence > Uitgave 3/2007
Marta Bassi, Patrizia Steca, Antonella Delle Fave, Gian Vittorio Caprara
Belangrijke opmerkingen
Lecturer of Psychology at the Medical School of the University of Milan, Italy. She received her Ph.D. in 1999 from the University of Milan. She has conducted research in human development, focusing on adolescents’ quality of experience and identity building, as well as on methodological aspects of experience sampling procedures.
She received her Ph.D. in 2004 from the University of Padua. Her main interests focus on the study of subjective and psychological well-being across the life span, as well as on methodological aspects of longitudinal research
Her main research interests are the cross-cultural investigation of the quality of daily experience and its long-term developmental impact. She is supervisor in intervention projects on migration, disability and social maladjustment
His major research interests include personality development and personality assessment along the life span. He is supervisor in longitudinal projects on psychosocial adjustment from childhood to young adulthood


This study investigated learning activities and associated quality of experience of students with different levels of perceived academic self-efficacy. Two groups were formed out of 130 Italian adolescents (age 15–19), one with high and one with low academic self-efficacy beliefs (31 and 32 participants, respectively). Students provided valuation of academic pursuits and aspirations, and were monitored for one week with experience sampling method (ESM). Attention was paid to the association of learning activities with optimal experience, characterized by high perceived environmental challenges matched by high personal skills, involvement, concentration and intrinsic reward. High self-efficacy students reported higher academic aspirations and pursuits than low self-efficacy students. They also spent more time in homework, and primarily associated learning activities with optimal experience. Results have educational implications in fostering motivation and enjoyment in learning. They also provide empirical support for the combination of self-efficacy beliefs and quality of experience in motivational research.

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