Pregled bibliografske jedinice broj: 1037082
The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating
The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating // European journal of psychology of education, 35 (2020), 647-671 doi:10.1007/s10212-019-00443-7 (međunarodna recenzija, članak, znanstveni)
CROSBI ID: 1037082 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
The role of self-efficacy for self-regulated
learning, achievement goals, and engagement in
academic cheating
Autori
Putarek, Vanja ; Pavlin-Bernardić, Nina
Izvornik
European journal of psychology of education (0256-2928) 35
(2020);
647-671
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
academic cheating ; achievement goals ; self-efficacy for self-regulated learning ; engagement ; biology
Sažetak
This study examined the relationships between motivational beliefs, defined as self-efficacy for self-regulated learning and achievement goals, engagement and academic cheating in the context of learning biology. Gender differences across these variables were also examined and both active and second-party types of cheating were included. Based on the hierarchical model of achievement motivation, we hypothesized that achievement goals and engagement would play a mediating role between self-efficacy for self- regulated learning and academic cheating. Participants were 283 high school students from Croatia. Data were collected using: 1) the Self-Efficacy for Self-Regulated Learning Scale ; 2) the Achievement Goals Scale (subscales: mastery-approach, mastery- avoidance, performance-approach, performance avoidance, work-avoidance), 3) the Engagement in Learning Biology Scale (subscales: behavioural, cognitive, and emotional engagement) ; 4) the Academic Cheating Scale (subscales: active and second-party cheating). The results demonstrated that girls exhibited higher self- efficacy for self-regulated learning, mastery achievement goals and engagement, while boys exhibited higher work- avoidance goals. No gender differences were found in academic cheating. Mediational analysis revealed that behavioural engagement was mediator between self-efficacy for self- regulated learning and active cheating. The findings of the present study demonstrate the importance of motivation and engagement in understanding academic cheating and in preventing this unethical behaviour.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija
POVEZANOST RADA
Ustanove:
Filozofski fakultet, Zagreb
Citiraj ovu publikaciju:
Časopis indeksira:
- Current Contents Connect (CCC)
- Web of Science Core Collection (WoSCC)
- Social Science Citation Index (SSCI)
- SCI-EXP, SSCI i/ili A&HCI
- Scopus