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Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
Abstract
The causal role of students’ self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students’ self-efficacy and personal goals at the beginning of the semester served as predictors of students’ final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students ‘final grades in social studies, R = .56. Students’ beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced the academic goals they set for themselves and their final academic achievement. Students’ prior grades were predictive of their parents’ grade goals for them, which in turn were linked to the grade goals students set for themselves. These findings were interpreted in terms of the social cognitive theory of academic self-motivation.
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“With a Cronbach's α = .87, this part of the questionnaire is very reliable (Zimmerman et al., 1992). However, in this sample the Cronbach alpha was questionable to adequate (i.e. Cronbach's α pre-treatment = .64, Cronbach α post-treatment = .75).”
From Group cognitive behavioral therapy for reducing procrastination in college students: a randomized controlled trial (2026) · cites this paper as Zimmerman et al., 1992
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“With a Cronbach’s α = .87, this part of the questionnaire is very reliable (Zimmerman et al., 1992).”
Metadata
- Authors
- Zimmerman, B. J., Bandura, A., & Martinez-Pons, M.
- Affiliations
- City University of New York (US)
- Stanford University (US)
- Brooklyn College (US)
- ORCID
- Zimmerman, Barry J.
- Venue
- American Educational Research Journal
- Published
- 1992-01
- Volume
- 29
- Issue
- 3
- Pages
- 663-676
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W4244342442
- Cited by
- 1,724
- References
- 6
- Citations by year
- 2026: 38 · 2025: 55 · 2024: 93 · 2023: 87 · 2022: 105 · 2021: 110 · 2020: 125 · 2019: 109 · 2018: 121 · 2017: 109 · 2016: 111 · 2015: 83 · 2014: 68 · 2013: 72 · 2012: 81
- FWCI
- 7.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- self-efficacy, academic self-motivation, academic goal setting, student self-regulation, academic performance, social cognitive theory, high school students
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