6533b851fe1ef96bd12a8ee5

RESEARCH PRODUCT

Self-regulatory efficacy and sources of efficacy in elementary school pupils: Self-regulatory experiences in a population sample and pupils with attention and executive function difficulties

Helena ViholainenAro TuijaAsko TolvanenMikko AroTuire KoponenJari WesterholmMika Paananen

subject

toiminnanohjaus (psykologia)Social PsychologyPopulation samplemedia_common.quotation_subjectitsesääntelyomatoimisuusEducationDevelopmental psychologyDevelopmental and Educational PsychologyADHDta5160501 psychology and cognitive sciencesFunction (engineering)ta515media_common4. Education05 social sciencesalakoululaiset050301 educationSocial persuasionVariance (accounting)Executive functionsself-regulatory efficacyattention deficitsexecutive function deficitssources of self-efficacyPsychology0503 education050104 developmental & child psychology

description

In this study, we examined self-regulatory efficacy and sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion and physiological/emotional states) and the relationships between self-efficacy and its sources among elementary school pupils. Two groups were compared: a population sample (PS, N = 1284) and pupils with difficulties in attention and executive functions (AED, N = 61). Data gathered from self-report questionnaires indicated that pupils in the PS group had more positive efficacy beliefs and mastery experiences and fewer negative physiological/emotional states than the AED group. Analyses showed strong connections between sources and self-regulatory efficacy. In the PS group, the sources had small unique influences on self-regulatory efficacy, indicating that most of the variance was shared between the sources. In the AED group, sources had less shared variance compared to the PS group. Mastery experiences alone had a strong effect on self-regulatory efficacy, while vicarious experiences had a negative effect on self-efficacy. peerReviewed

yearjournalcountryeditionlanguage
2019-02-01Learning and Individual Differences
https://doi.org/10.1016/j.lindif.2019.01.003