PPT_ Tira-Tira & Olvida

8/9/2019 PPT_ Tira-Tira & Olvida

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Role of Self-Regulationole of Self-Regulationin Predicting Collegen Predicting CollegeStudentstudentsSelf Efficacy andelf Efficacy andAcademic Achievementcademic Achievement

NICLIE L. TIRATIRANICLIE L. TIRATIRA

CHERYL OLVIDACHERYL OLVIDA


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Introductionntroduction Self-regulated learningSelf-regulated learning

- Zimmerman and Schunk (1989)- Zimmerman and Schunk (1989)

- Boekaerts (1999)- Boekaerts (1999)

- Pintrich (2003)- Pintrich (2003)


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Self-Regulation And AcademicSelf-Regulation And Academic

AchievementAchievement

-- Diehl et.al.,.,2004- Zimmerman, 2000

- Blair and Razza, 2007


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Self Efficacy And AcademicSelf Efficacy And Academic

AchievementAchievement

- Bandura, 1997- Bandura, 1997

- Pintrich and De Groot, 1990- Pintrich and De Groot, 1990

- Gaskill & Murphy, 2004- Gaskill & Murphy, 2004


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Self-Efficacy And Self-RegulationSelf-Efficacy And Self-Regulation- Feather, 1988; Fincham & Cain,- Feather, 1988; Fincham & Cain,

1986; Paris & Oka, 1986; Pintrich &1986; Paris & Oka, 1986; Pintrich &

Schrauben, 1992; Pokay &Schrauben, 1992; Pokay &

Blumenfeld; 1990; Schunk, 1982b,Blumenfeld; 1990; Schunk, 1982b,

19851985

- Pintrich & Garcia, 1991- Pintrich & Garcia, 1991

- Pintrich and De Groot, 1990- Pintrich and De Groot, 1990


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Methodethod ParticipantsParticipants

- The participants were 227 BS- The participants were 227 BS

psychology students of the Universitypsychology students of the University

of Rizal System Morong Campus.of Rizal System Morong Campus.

Instruments used in the studyInstruments used in the study

-- Self-Regulation Scale bySelf-Regulation Scale byRalfRalf

SchwarzerSchwarzer, Manfred Diehl, & Gerdamarie, Manfred Diehl, & GerdamarieS. Schmitz, 1999S. Schmitz, 1999

-- General Self-Efficacy ScaleGeneral Self-Efficacy Scalebyby

SchwarzerSchwarzer
http://www.ralfschwarzer.de/http://www.ralfschwarzer.de/http://www.ralfschwarzer.de/http://www.ralfschwarzer.de/http://www.ralfschwarzer.de/http://www.ralfschwarzer.de/http://www.ralfschwarzer.de/


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Resultesult statistical analysis using Statistica 7statistical analysis using Statistica 7

The result of the path analysis showsThe result of the path analysis shows

that the Schwarzer Self-regulation scalethat the Schwarzer Self-regulation scalefit the model at .00 value but items 5 andfit the model at .00 value but items 5 and7 with a value of .564 and .7547 with a value of .564 and .754respectively doesnt fit the model.respectively doesnt fit the model.

However, the General Self-efficacy scaleHowever, the General Self-efficacy scalefit the model for self-efficacy with thefit the model for self-efficacy with theprobability of all the items at 0.00.probability of all the items at 0.00.


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Self-regulation does not significantlySelf-regulation does not significantly

relate to Academic Achievement with arelate to Academic Achievement with a

probability of .743 and parameterprobability of .743 and parameter

estimate of -0.019, hence Self-efficacy toestimate of -0.019, hence Self-efficacy to

Academic Achievement is also nonAcademic Achievement is also nonsignificant with a with a parametersignificant with a with a parameter

estimate of 0.044 and probability ofestimate of 0.044 and probability of

0.413.0.413.


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Nonetheless, parameter estimates for allNonetheless, parameter estimates for all

the items in both Self-regulation and Self-the items in both Self-regulation and Self-

efficacy significantly correlate withefficacy significantly correlate with

probability for all items at 0.00.probability for all items at 0.00.


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Noncentrality Fit Indices for path model 3Noncentrality Fit Indices for path model 3

shows that Population Noncentralityshows that Population Noncentrality

Parameter measures that model fit atParameter measures that model fit at

upper 90% with a value of 1.152, Steiger-upper 90% with a value of 1.152, Steiger-

Lind RMSEA Index measures that theLind RMSEA Index measures that themodel does not fit at 0.078 as well asmodel does not fit at 0.078 as well as

McDonald Noncentrality Index at 0.722,McDonald Noncentrality Index at 0.722,

Population Gamma Index at 0.941,Population Gamma Index at 0.941,Adjusted Population Gamma Index atAdjusted Population Gamma Index at

0.928.0.928.


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The Single Sample Fit Indices, on the otherThe Single Sample Fit Indices, on the otherhand shows that the path model 3 has a goodhand shows that the path model 3 has a goodfit base on Akaike Information Criterion3.159fit base on Akaike Information Criterion3.159Schwarz's Bayesian Criterion3.810Schwarz's Bayesian Criterion3.810Browne-Cudeck Cross Validation Index 3.200.Browne-Cudeck Cross Validation Index 3.200.Nonetheless, Joreskog GFI at 0.849 JoreskogNonetheless, Joreskog GFI at 0.849 JoreskogAGFI at 0.814, Bentler-Bonett Normed FitAGFI at 0.814, Bentler-Bonett Normed FitIndex at 0.221, Bentler-Bonett Non-Normed FitIndex at 0.221, Bentler-Bonett Non-Normed FitIndex at 0.176 Bentler Comparative Fit Index atIndex at 0.176 Bentler Comparative Fit Index at

0.262, James-Mulaik-Brett Parsimonious Fit0.262, James-Mulaik-Brett Parsimonious FitIndex at 0.198, and Bollen's Rho atIndex at 0.198, and Bollen's Rho at0.130 indicates that the model is not a good fit.0.130 indicates that the model is not a good fit.


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Discussioniscussion The result of the statistical analysisThe result of the statistical analysis

confirm the theory of Feather, 1988;confirm the theory of Feather, 1988;

Fincham & Cain, 1986; Paris & Oka,Fincham & Cain, 1986; Paris & Oka,

1986; Pintrich & Schrauben, 1992; Pokay1986; Pintrich & Schrauben, 1992; Pokay

& Blumenfeld; 1990; Schunk, 1982b,& Blumenfeld; 1990; Schunk, 1982b,

1985 which sates that self-efficacy is1985 which sates that self-efficacy is

related to self-regulated learningrelated to self-regulated learningvariablesvariables


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Findings in this area suggest thatFindings in this area suggest that

students who believe they are capable ofstudents who believe they are capable of

performing academic tasks use moreperforming academic tasks use morecognitive and metacognitive strategiescognitive and metacognitive strategies

and persist longer than those who do notand persist longer than those who do not

(Pintrich & Garcia, 1991).(Pintrich & Garcia, 1991).


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the result that shows the non-significantthe result that shows the non-significant

relationship of Self-regulation and Self-relationship of Self-regulation and Self-

efficacy to Academic Achievement needsefficacy to Academic Achievement needsfurther confirmation through a follow-upfurther confirmation through a follow-up

studystudy


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In cases where the variables have lowIn cases where the variables have lowcorrelation, the structural (path) coefficients willcorrelation, the structural (path) coefficients willbe low also. Researchers should report notbe low also. Researchers should report notonly goodness-of-fit measures but also shouldonly goodness-of-fit measures but also shouldreport the structural coefficients so that thereport the structural coefficients so that thestrength of paths in the model can bestrength of paths in the model can beassessed. Readers should not be left with theassessed. Readers should not be left with theimpression that a model is strong simplyimpression that a model is strong simplybecause the "fit" is high. When correlations arebecause the "fit" is high. When correlations are

low, path coefficients may be so low as not tolow, path coefficients may be so low as not tobe significant.... even when fit indexes showbe significant.... even when fit indexes show"good fit.""good fit."


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