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Self-Efficacy Is a Stronger Predictor of Final Grade than Motivation in an Introductory Biology Course: A Structural Equation Analysis
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Bailey Von der Mehden; Laurel Philpott; Elisabeth E. Schussler – CBE - Life Sciences Education, 2025
Student self-efficacy, their confidence to successfully perform a task, is positively related to course performance. Students with high self-efficacy for a task are more motivated toward that task. Yet few studies have measured students' self-efficacy and motivation levels after exams are returned in introductory biology classes or studied how…
Descriptors: Self Efficacy, Predictor Variables, Grades (Scholastic), Student Motivation
Ineffective Methods Lead to Wasted Effort: Learning Strategies Are More Important than Student Engagement in Predicting Academic Achievement
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Hu Zhiqiao; Jiang Wenyuan; Niu Duan – Psychology in the Schools, 2025
This study investigates the relationship among student engagement, learning strategies, and academic achievement. Data were collected from 4,825 eighth-grade students in Guangzhou, China, using the Delaware Student Engagement Scale (DSES) and the Motivated Strategies for Learning Questionnaire (MSLQ). Structural Equation Modeling (SEM) with…
Descriptors: Learning Strategies, Learner Engagement, Predictor Variables, Academic Achievement
Comparing Institutional, Teaching, and Student Factors in Relation to Psychology Student Satisfaction
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David Stanyer; Lisa B. Wilshere-Cumming; Gal R. Bohadana-Brown; Heather J. Green – Teaching of Psychology, 2025
Background: Satisfaction of psychology students has implications for students' engagement, learning, and persisting with education. Understanding of influences on satisfaction remains incomplete. Objective: To investigate contributors to psychology students' satisfaction, we assessed multivariate associations of satisfaction with institutional,…
Descriptors: Psychology, Student Satisfaction, Undergraduate Students, Educational Environment