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1 juin 2020
- handle: 10670/1.93y5tq
Ce document est lié à :
10.14718/acp.2020.23.1.12
info:eu-repo/semantics/openAccess
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Self-efficacy expectancies Expectancies of self-efficacy Expectations of self-efficacy Efficacy expectations Self-efficacy expectationsCiter ce document
Tainá Rossi et al., « Perceived overall self-efficacy and motivation to learn in high school teenagers », Acta Colombiana de Psicología, ID : 10670/1.93y5tq
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Self-efficacy is the belief each one has about their performance abilities. Motivation to learn is considered an important construct that encourages individuals to perform their tasks. This study aimed to verify the correlation between self-efficacy and intrinsic and extrinsic motivation in teenagers, investigating potential differences related to gender and age - younger (14 to 16 years) and older (17 to 19 years) teenagers. 296 adolescents from 14 to 19 years old (M=16.03; SD=0.96) participated in the study, 57% female, 66% were students from public schools and 34% from private schools. The instruments used were: a sociodemographic data questionnaire, the Perceived General Self-Efficacy Scale and the Scale for Evaluation of Motivation to Learn for high school students. Descriptive analyses, Pearson correlation and Student's t-test for independent samples were performed. The results indicated a positive correlation between self-efficacy and intrinsic motivation, and a negative correlation between self-efficacy and extrinsic motivation. Girls showed higher averages in intrinsic motivation and boys higher averages in extrinsic motivation. Male participants achieve higher means of self-efficacy when compared to girls, and there was no statistically significant difference regarding age. The establishing of strategies in schools is important, once self-efficacy and motivation can interfere in the teenagers' learning process.