Skip to main content
SpringerLink
Log in

Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students’ achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However, this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results.

Resumé

A base d’une analyse confirmatoire des coefficients de direction, l'étude présente écrit le développement et l’évaluation d'un modèle concernant l'impact de quatre jugements de compétence universitaire sur les buts d'accomplissement, l’approche d’apprentissage et les résultats académiques. Les analyses démontrent que l’auto-efficacité académique, l’auto-efficacité pour une étude autodirigée, l'auto-concept académique et le niveau perçu de son propre compréhension sont—conceptuellement—quatre jugements distinctes de compétences universitaires qui ont un impact différentiel sur la motivation de l’étudiant, le processus d’apprentissage et les résultats académiques. En outre, l'étude actuelle suggère qu’un niveau élevé pour les quatre jugements de compétence universitaire invoque une attitude plus persistante dans l’étudiants, une plus grande probabilité d’adopter des buts envers une grande maîtrise, un niveau d'anxiété plus baisse, une approche d’étudier plus profonde. Cela aboutira aux résultats d'étude plus hauts. Cependant, cette étude nous avertit qu'une perception trop haute de son propre niveau de compréhension—non accompagné par une orientation envers des buts de maîtrise—peut aboutir à une attitude présomptueuse et des résultats d'étude inférieurs.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Ames, R. (1983). Help-seeking and achievement orientation: Perspectives from attribution theory. In B. DePaulo, A. Nadler, & J. Fisher (Eds.), New directions in helping (pp. 165–188). New York: Academic.

    Google Scholar 

  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A motivational analysis. In R. Ames, & C. Ames (Eds.), Research on motivation in education, pp. 17–207. San Diego, CA: Academic Press, pp. 170–207

  • Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586–598.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

    Google Scholar 

  • Boekaerts, M., & Niemvirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. San Diego: Academic.

    Google Scholar 

  • Biggs, J. B. (1999). Teaching for quality learning in university. Buckingham: Society for Research in Higher Education and Open University Press.

    Google Scholar 

  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review, 15, 1–40.

    Article  Google Scholar 

  • Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. The British Journal of Educational Psychology, 65, 317–329.

    Google Scholar 

  • Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1998). Learning styles: A cross-sectional and longitudinal study in higher education. The British Journal of Educational Psychology, 68, 427–441.

    Google Scholar 

  • Byrne, B. M. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research, 54, 427–456.

    Google Scholar 

  • Byrne, B. M. (2001). Structural equation modeling with Amos: Basic concepts, applications, and programming. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2), 197–205.

    Article  Google Scholar 

  • Cokley, K. (2000). An investigation of academic self-concept and its relationship to academic achievement in African American college students. Journal of Black Psychology, 26(2), 148–164.

    Article  Google Scholar 

  • De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303–336.

    Article  Google Scholar 

  • Dweck, C. S. (1986). Motivational processes affecting learning. The American Psychologist, 41, 1040–1048.

    Article  Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.

    Article  Google Scholar 

  • Elliot, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.

    Article  Google Scholar 

  • Elliot, A., & Harackiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475.

    Article  Google Scholar 

  • Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519.

    Article  Google Scholar 

  • Elliot, A., McGregor, H., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Education & Psychology, 91, 549–563.

    Article  Google Scholar 

  • Entwistle, N. J. (1998). Approaches to learning and forms of understanding. In B. Dart & G. Boulton-Lewis (Eds.), Teaching and learning in higher education. Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Finney, S. J., & Schraw, G. J. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161–186.

    Article  Google Scholar 

  • Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261–273.

    Article  Google Scholar 

  • Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1–21.

    Article  Google Scholar 

  • Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87–97.

    Article  Google Scholar 

  • Joo, Y.-J., Bong, M., & Choi, H.-J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48, 5–17.

    Article  Google Scholar 

  • Lent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counselling Psychology, 33, 265–269.

    Article  Google Scholar 

  • Lent, R. W., Brown, S. D., & Gore, P. A., Jr. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44(3), 307–315.

    Article  Google Scholar 

  • Lonka, K., & Lindblom-Ylänne, S. (1996). Epistemologies, conceptions of learning, and study practices in medicine and psychology. Higher Education, 31, 5–24.

    Article  Google Scholar 

  • Malpass, J. R., O’Neil, H. F., Jr., & Hocevar, D. (1999). Self-regulation, goal orientation, self-efficacy, worry, and high-stakes math achievement for mathematically gifted high school students. Roeper Review, 21(4), 281–290.

    Article  Google Scholar 

  • Marsh, H. W. (1999). Academic Self Description Questionnaire - I: ASDQ I. University of Western Sydney, Self-concept Enhancement and Learning Facilitation Research Centre. Macarthur, Australia.

  • Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: relations to academic self-concept and achievement. American Educational Research Journal, 34, 691–720.

    Google Scholar 

  • Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: its hierarchical structure and its relation to academic achievement. Journal of Education & Psychology, 80, 366–380.

    Article  Google Scholar 

  • Marsh, H. W., Walker, R., & Debus, R. (1991). Subject-specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology, 16, 331–345.

    Article  Google Scholar 

  • Marton, F., & Säljö, R. (1976). On qualitative differences in learning I: outcome and process. The British Journal of Educational Psychology, 46, 4–11.

    Google Scholar 

  • Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Education & Psychology, 85, 582–590.

    Article  Google Scholar 

  • Meece, J. L., Blumenfeld, P., & Hoyle, R. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Education & Psychology, 80, 514–523.

    Article  Google Scholar 

  • Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences for young adolescents’ course enrolment intentions and performances in mathematics. Journal of Education & Psychology, 82, 60–70.

    Article  Google Scholar 

  • Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: an under explored aspect of goal theory. Journal of Education & Psychology, 89, 710–718.

    Article  Google Scholar 

  • Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388–422.

    Article  Google Scholar 

  • Miller, V., Oldfield, E. and Bulmer, M. (2004) Peer Assisted Study Sessions (PASS) in first year chemistry and statistics courses: insights and evaluations. In Proceedings of the Scholarly Inquiry in Flexible Science Teaching and Learning Symposium (pp. 30–51). The University of Queensland

  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.

    Google Scholar 

  • Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1–49). Greenwich: JAI Press.

    Google Scholar 

  • Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124–139.

    Article  Google Scholar 

  • Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426–443.

    Article  Google Scholar 

  • Pajares, F., & Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Education & Psychology, 86, 193–203.

    Article  Google Scholar 

  • Pajares, F., Britner, S., & Valiante, G. (2000). Writing and science achievement goals of middle school students. Contemporary Educational Psychology, 25, 406–422.

    Article  Google Scholar 

  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Education & Psychology, 92, 544–555.

    Article  Google Scholar 

  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated components of classroom academic performance. Journal of Education & Psychology, 82, 33–40.

    Article  Google Scholar 

  • Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes. Vol. 7 (pp. 371–402). Greenwich: JAI Press.

    Google Scholar 

  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.

    Article  Google Scholar 

  • Reynolds, W. M. (1988). Measurement of academic self-concept in college students. Journal of Personality Assessment, 52(2), 223–240.

    Article  Google Scholar 

  • Schraw, G., Horn, C., Thorndike-Christ, T., & Bruning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology, 20, 359–368.

    Article  Google Scholar 

  • Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and models. Journal of Education & Psychology, 74, 3–17.

    Article  Google Scholar 

  • Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Education & Psychology, 73, 93–105.

    Article  Google Scholar 

  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.

    Article  Google Scholar 

  • Schunk, D.H. (1995). Learning goals and self-evaluation: Effects on children’s cognitive skill acquisition. Paper presented at the annual meeting of the American research Association. San Francisco, CA, April 1995.

  • Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Education & Psychology, 89, 71–81.

    Article  Google Scholar 

  • Skaalvik, E. M., & Rankin, R. J. (1995). A test of the internal/external frame of reference model at different levels of math and verbal self-perception. American Educational Research Journal, 32, 161–184.

    Google Scholar 

  • Skaalvik, S., & Skaalvik, E. M. (2005). Self-concept, motivational orientation, and help-seeking behavior in mathematics: A study of adults returning to high school. Social Psychology of Education, 8, 285–302.

    Article  Google Scholar 

  • Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87, 246–260.

    Article  Google Scholar 

  • Vermeer, H. (1997). Sixth-grade students' mathematical problem-solving behavior. Doctoral Dissertation, Leiden University, The Netherlands.

  • Vermunt, J. D., & Vermetten, Y. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359–384.

    Google Scholar 

  • Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26, 233–261.

    Article  Google Scholar 

  • Witherspoon, K., Speight, S., & Thomas, A. (1997). Racial identity attitudes, school achievement, and academic self-efficacy among African American high school students. Journal of Black Psychology, 23(4), 344–357.

    Article  Google Scholar 

  • Zeidner, M., & Schleyer, E. J. (1999). The effects of educational context on individual differences variables, self-perceptions of giftedness, and school attitudes in gifted adolescents. Journal of Youth and Adolescence, 28, 687–703.

    Article  Google Scholar 

  • Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202–231). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Education & Psychology, 82, 51–59.

    Article  Google Scholar 

  • Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73–101.

    Article  Google Scholar 

  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663–676.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium

    Johan Ferla, Martin Valcke & Gilberte Schuyten

  2. Breda University of Applied Sciences, Archimedestraat 17, 4800, Breda, The Netherlands

    Johan Ferla

Authors
  1. Johan Ferla
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Martin Valcke
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Gilberte Schuyten
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Johan Ferla.

Additional information

Johan Ferla is a researcher at the Department of Leisure of the Breda University for Applied Sciences, The Netherlands.

Current themes of research:

Academic self-concept. Academic self-efficacy. Student perceptions of learning. Learning styles.

Most relevant publications in the field of Psychology of Education:

Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-concept and academic self-efficacy: reconsidering structural relationships. Learning and Individual differences, 19(4), 499–505.

Ferla, J., Valcke, M., & Schuyten, G. (2009). Student models of learning and their impact on higher education students’ study strategies. Studies in Higher Education, 34(2), 185–202.

Ferla, J., Valcke, M., & Schuyten, G. (2008). Relationships between student cognitions and their effects on study strategies. Learning and Individual differences, 18(2), 271–278.

Vandenbroeck, M., De Visscher S., Van Nuffel K., & Ferla J. (2008). Mothers’ Search for Infant Child Care: The Dynamic Relationship between Availability and Desirability in a Continental European Welfare State. Early Childhood Research Quarterly, 23(2), 245–258.

Martin Valcke is a professor at the Department of Educational Studies of the faculty Psychology and Educational Sciences, Ghent University, Belgium.

Current themes of research:

Innovation of Higher Education. The integrated use of Information and Communication Technologies (ICT) in education.

Most relevant publications in the field of Psychology of Education:

De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2009). Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation. Journal of Computer Assisted Learning, 25, 177–188.

Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2009). Tagging thinking types in asynchronous discussion groups: Effects on critical thinking. Interactive Learning Environments, 17, 77–94.

De Wever, B., Schellens, T., Van Keer, H., & Valcke, M. (2008). Structuring asynchronous discussion groups by introducing roles: Do students act up to the assigned roles? Small Group Research, 39, 770–794.

De Wever, B., Van Winckel, M., & Valcke, M. (2008). Discussing patient management online: The impact of roles on knowledge construction for students interning at the paediatric ward. Advances in Health Sciences Education, 13, 25–42.

Gilberte Schuyten is a professor at the Department of Data-analysis of the Faculty Psychology and Educational sciences, Ghent University, Belgium.

Current themes of research:

Statistics learning of students in the social sciences focusing on the impact of student cognitive and affective characteristics.

Most relevant publications in the field of Psychology of Education:

Schuyten, G. & Thas, O. (2007). Statistical thinking in computer-based learning environments. International Statistical Review, 75(3), 365–371.

Appendix

Appendix

Table 4 The final model: standardized total, direct and indirect effects
Full size table

Rights and permissions

Reprints and permissions

About this article

Cite this article

Ferla, J., Valcke, M. & Schuyten, G. Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance. Eur J Psychol Educ 25, 519–536 (2010). https://doi.org/10.1007/s10212-010-0030-9

Download citation

  • Received:

  • Revised:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-010-0030-9

Keywords

Search

Navigation