Calibration (Self-Efficacy Appraisal)
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1 Calibration! ##! Bandura, 1986, 1995, 1997 Self-Efficacy Appraisal) Bandura, 1986, 1995, 1997)
2 ! strength) )* & ' %& ' %&,Bandura, 1986, 1997; Zimmerman, generalizability) Bandura & Schunk, 1981) level Bandura, 1986 Calibration - Bandura, 1997; Katz, 2001; Klassen, 2002
3 Calibration. / 0! & 0 - Bandura & Schunk, 1981; Bandura & Cervone,
4 1-2 Bandura, 1986 Pintrich & Schunk, 1996; Schunk, 1996; Schunk & Zimmerman, 1998 : Pintrich & Schunk, 1996; Schunk & Zimmerman, ! 2
5 Calibration task orientation Wistful optimists) Bandura, 1997) Resolute strivers Bandura,1997) Bandura,1990a)0&! 77 Bandura, 1997; Schunk & Zimmerman, 1998) Schunk, 1984a)! Schunk & Zimmerman, ! 2
6 Bandura, 1990a) Chambliss, 1999; Multon, Brown & Lent, 1991; Pajares & Johnson, 1994;! Schunk, 1997 Pintrich & Schunk, 1996; Schunk & Zimmerman, ' % & 1998 trait) Schunk & Zimmerman, 1998 [modeling] Pajares & Schunk, 1999 Zimmerman, 1995)[attributional feedback+ Bandura & Schunk, 1981; Schunk, 1985, 1989, 1996; Schunk & Ertmer, 1999; Zimmerman, 1997, 1998; Zimmerman & Bandura, 1994; Zimmerman & Martinez-Ponz, Schunk, 1984a) Schunk & Ertmer, 1999; Zimmerman, Bonner & Kovach, Hanlon & Schneider, 1999
7 Calibration! Reflection) Webster's Dictionary.338 White, Shimoda & Frederiksen, Anderman, 1993; Biegert, 1995 Schunk, 1986,
8 Felix & Lawson, 1994; Kilao & Saeki, 1992 Bandura, 1997 Helton, 1995 Garside, 1994! Bandura, 1997!! &0 Bandura, 1997) 9 7)! - Perkins & Swartz,
9 Calibration audience adaptation 7: Schriver, 1993 <9 ; Frank, 1992; Schriver, 1993!! = = = = =
10 8# 2 44? 8> >/ /A / 54.## >.#@ 53#@.> /.>> 5 8> # #.>../ 4#.> 3A / 54 /## #. 5@ /
11 Calibration / 307. B9 5/ O2 O2 O2 O2 O1 O1 O1 O1 X1 X2 X3 O2 O2 O2 O2 2 O1 O1 O1 O1 # % C =X =X =X3 & = O1 = O2
12 .! Perkins & Swartz, ! '! Bandura, 1997)
13 Calibration.338!./! 9 &? '9'? - 309
14 !! 7 Schriver, 1993? < 1 ' 7 <? 2 'D9< ' * 2 transformation)- 2 2readability)
15 Calibration.338 Schriver, 1993 # Zimmerman & Bandura, 1994) Flower & Hayes, 1980, 1981 '' 0 Zimmerman & Bandura, 1994) 1 Bandura, 1997) strength) 0 =.> = > / 311
16 !?##. / 5 structural aspect) factor analysis ' >.@ content aspect) substantive aspect)? consequential aspect)!. / 5.#.
17 Calibration! =.95 =.91 =.94 5? 2 B9&1.33A > 313
18 -.338 # 4#@ 4>@ E & - p <.01 r= V./! 5 5 /.
19 Calibration - -! 1! >#.> 9 # Two Way Anova % ' One Way Anova ' 315
20 Sceffe? paired t-tests t >. # #> 5##=.3=.A=.58=8>=! ) F F =.. = = / = 5 5@ =. /
21 Calibration %) 5 % ) F N.> >> F ># SD.>.>.AA.4/ N=625 M.5>.5>.5.>3.. / 5 P <.001* = 5= = C =.. ' Scheffe` One Way Anova F3,621)=.50, p<.05 = > 317
22 * N=602 N SD M # /> A#.8 />./>.8 / /. 8> /5 #..4 A/ >5 A./> AA /.A /> 5#.#. / 58 ># #.8/.#/ / # >> 5. 5 A> >> #8..# A4../.58 / A4 3# 3> 5 = =.. = = = =/ = =5 = 5= / = C =. ' 8 =
23 Calibration + ) ) N=602 F #A4G.#>83G /8AG MS.A8 4A4#.38A 4/ df / / 3 >48 8# SS >.A3 8//3.A A3.54AA3 X P<.001*
24 ' t F3,121)=2.60, p >.05 One Way Anova ' F Scheffe` A 5, F N=125 %) N F SD M /> A#.8 /> 855G./>.8 / /. 8> 8. 5 = 5= / = C =. P <.001*
25 Calibration 321 A Scheffe` 5 p<.05 /. 5 paired t-tests t 4 - N= 125 t N df t M M. 5 / 38 G 58 A.. /> /5 ) # /> /5 5## GG.8 A3 / /. /# A8 5 = 5= / = C =. P<.001** p<.05* 4 p<.05.p<.001 / #. / /. >> 5#.3#
26 / / # F3,76)= 2.77, p >.05 One Way Anova ' Scheffe` F 3 # 5
27 Calibration / F N=80#%) N F SD M.4 /5 #..4 A/ >5 A 58/G./> AA /.A = 5= / = C =.. P <.05* Scheffe` 5 / p<.05 paired t-tests t #.# 0 N= 80# t N.4.4 A.A df.a.a 8.8 t 8 48 G /. G.. N M # #A >5 #5 AA #8.8 #... / 5 = 5= / = C =. P<.05*
28 .# /.3>/# F3,93)=.41, p >.05 One Way Anova ' Scheffe`
29 Calibration F.. 5 F N=97 %) N F SD M /> 5#.#. 58 ># # >.G.8/.#/ / # >> 5. 5 = 5= / = C =.. P <.05* / Scheffe` / C. p <.05 paired t-tests t. # N=97 t N /> # # df / t >3# GG /5 G /# />3 G M.# >#.#/ 5. M 3#.## 3# 4#. / 5
30 = 5= / = C =.. p<.001** P<.05*. 5. C. 5 > / > / % ' F3,296)= 9.89, p<.001
31 Calibration p< p<.05 /. p< Scheffe` Ancova ' F./ % 5 F % %) N=300 N F SD M A> >> #8..# A4 383G../.58 / A4 3# 3> 5 = 5= / = C =.. P <.001*./ 5 paired t-tests t
32 % N= 300%t N df t M M A> A5 /A4G.3 4A AG..# /#8 A4 AA.A/G.58 /.8 / A4 AA /A8G 3> //# 5 = 5= / = C =.. P<.001*.5. 5 / 5 / 5## ##
33 Calibration = 329 / 1#. # / % / # %
34 C * 2.
35 Calibration.338 / Schunk, 1991; Zimmerman, 1995 C. / 331
36 C. /.! Schunk & Ertmer, 2000 Schunk & Ertmer, 2000; Zimmerman, 2000
37 Calibration Pajares, Schunk, 1991; Zimmerman, Curda, Smith & Lawles, 2001!.334personalizing and localizing knowledge -
38 9 Korthagen & Wubbels, 1995 ' #> -reflection on action reflection in action rehearsal for action Schön, 1988 Louden, 1992 Killion & Todnem, /..334
39 Calibration 335 Buchmann, 1993! 3.#!! 3.#8.// Schön, 1988 Perkins & Swartz, 1992.>.>>! #
40 >!,%/! Pajares & Schunk, 1999 Zimmerman, 1995!Pajares, 1996b? Bandura, 1986, 1997!! ) 3. 0
41 Calibration 3.3>4 /33 Resnick, 1987 habit of mind - Zimmerman & Martinez-Ponz, 1990 Pajares & Schunk, 1999 resilience Chambliss, 1999; Saarni, 1999 C Zimmerman,
42 4.A /4.#....5#./ Gardner, 1991 Dembo, 2003 Goodlad, 1988
43 Calibration Goodlad, p. 54 Pajares & Schunk, 1999; Zeldin &Pajares, 1999 = 3.# Schunk & Zimmerman, 1998 Schunk & Zimmerman, H
44 .33A 1 Pajares, Miller & Johnson, 1999 Bandura, 1995, p.17 Pajares & Schunk, 1999 Schunk, ! Katz, I9 & 0
45 Calibration 341 Bandura, 1998;Pajares, 1999 Hanlon & Schneider, ) * &! Salomon, 1984! Lindsey, Edelin & Ryan, 1997; Pajares, 1996b, 1997 '
46 . / 5!!! Salomon, @ B 9
47 Calibration.33A?.33A??!.334??!? ##?!? ).338?.338? Anderman, E.M. 1993). The zone of proximal development as the context for motivation. Paper presented at the annual meeting of the American Educational Research Association. Atlanta. Eric Document Reproduction Service No. ED Bandura, A. 1977). Self efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, pp Bandura, A. 1977b). Social learning theory. Englewood Cliffs, N.J: Prentice - Hall. Bandura,A. 1986). Self Efficacy, In: A. Bandura, Social foundations of thought and action. A social cognitive theory. Prentice - Hall. Inc, Englewood Cliffs, New Jersey. Bandura, A. 1990a). Reflections on nonability determinants of competence. In: R,J. Sternberg & J. Kolligian, Jr. Eds.), Competence considered, pp New Haven,Conn: Yale Univ. Press. Bandura, A. 1995). Self Efficacy in Changing Societies. Cambridge Univ. Press. Bandura, A. 1997). Self Efficacy. The Exercise of Control. Freeman & Company. N.Y. Bandura, A., & Cervone, D. 1983). Self evaluative and self efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, pp
48 Bandura, A.& Schunk, D.H. 1981). Cultivating competence, self efficacy and intrinsic interest through proximal self motivation. Journal of Personality and Social Psychology, 41, pp Biegert, D.A. 1995). What happens when your students write daily? Teaching and Change, 2, 3, pp Birenbaum, M & Pinku, P. 1997). Effects of test anxiety, information organization, and testing situation on performance on two test formats. Contemporary Educational Psychology, 22, pp Buchmann, M. 1993). Beyond planning and decision making : Professional development in teacher thinking, In: L. Kremmer-Hayon, H.C., Vonk, & R. Fesler eds), Teacher Professional Development: A Multiple Perspective Approach. pp Amsterdam: Lisse, Swels and Zeitlinger. Chambliss, C. 1999). Fostering competence : Lessons from research on successful children. Eric Document Reproduction Service No. ED Curda, S.K., Smith, E.V., & Lawles, K.A. 2001). Pre-Post assessment: Implementing classroom technology self-efficacy. Paper presented at the annual meeting of the American Educational Research Association. Seattle. WA. Dembo, M.H. 2003). The influence of self-protective perceptions on the accuracy of test prediction. Paper presented at the AERA, Chicago. Felix, U. & Lawson, M. 1994). Evaluatin of integrated bridging course on academic writing for overseas postgraduated students. Higher Education Research and Development. Vol. 13, 1), pp Frank, L. 1992). Writing to be read: Young writers ability to demonstrate Audience Awareness when evaluated by their readers. Research in the Teaching of English. Vol 26. pp Gardner, H. 1993). Multiple Intelligence: the theory in practice. N.Y. Basic Books. Garside, C. 1994). Building bridges to critical thinking: Utilizing student journals in the college classroom. Paper presented at the annual meeting of the Speech Communication Association. New Orleans.
49 Calibration Goodlad, S. 1988). Four forms of heresy in higher education: Aspects of academic freedom in education for professions, In: M. Tight ed.), Academic Freedom and Responsibility. pp Milton Keynes, SRHE and Open University Press. Hanlon, E.W. & Schneider. Y. 1999). Improving math proficiency through self-efficacy training. Paper presented at the annual meeting of the AERA conference. Montreal. Canada. Katz, S. 2001). Effect of reflection on appraisal of self-efficacy in regulating audience awareness in writing activities. Unpublished Dissertation. Tel-Aviv University, School of Education. Hebrew). Kilao, S.K. & Saeki, N. 1992). Process and social aspects of writing: Theory and classroom application. Annual Reports of Studies. 33 1), pp Eric Document Reproduction Service No.ED Killion, J.P. & Todnem, G.R. 1991). A process for personal theory building. Educational Leadership, 45 6), pp Klassen, B. 2002). A question of calibration: a review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly, 25. pp Korthagen, F. A. & Wubbels, T.I. 1995). Characteristics of reflective practitioners: Towards an operalization of the concept of reflection. Teachers and Teaching : Theory and Practice, 1, pp Lindsey, T., Edelin, K. & Ryan, A. 1997). Group differences in academic self-efficacy during the transition to middle school. A poster presented at the annual meeting of the AERA conference. Chicago. Lipman, M. 1996). Natasha. Vygotskian Dialogues. Teachers College, Columbia Univ. N.Y. & London. Louden, W. 1992). Understanding reflection through collaborative research. In: A, Hargreaves & M. Fullen eds). Understanding Teacher Development. N.Y. pp Teachers College Press. Multon, K.D., Brown, S.D. & Lent, R.W. 1991). Relation of Self Efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychologist, 38 1), pp
50 Pajares, F. 1996b). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, pp Pajares, F. 1997). Current directions in self-efficacy research. In: M. Maehr & P. R. Pintrich Eds.). Advances in Motivation and Achievement. 10, pp Greenwich, CT: JAI Press. Pajares, F. 1999). Self-efficacy beliefs, motivation and achievement in writing. A review of the literature. Reading and Writing Quarterly. In press.) Pajares, F. 2000). Self Efficacy Beliefs, Motivation, and Achievement in Writing: A Review of the literature. Readind & Writing Quarterly. in Press). Pajares, F. & Johnson, M.J., 1994). Confidence and competence in writing: The role of selfefficacy, outcome expectancy, and apprehension. Research in The Teaching of English, 28, 3), pp Pajares, F. & Johnson, M.J., 1996). Self-efficacy beliefs in the writing of high school students: A path analysis. Psychology in the Schools, 33, pp Pajares, F, Miller, M.D. & Johnson, M.J. 1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91 1), pp Pajares, F. & Schunk, D.H. 1999). Self beliefs and school success: Self-efficacy, self-concept, and school achievement. In: R. Riding & S. Rayner Eds.). International Perspectives on Individual Differences. London: Ablex Publishing. Pajares, F. & Schunk, D.H. 1999). Self-efficacy, self-concept and academic achievement. In: J. Aronson & D. Cardova Eds.). Psychology of Education: Personal and Interpersonal Forces. NY: Academic Press. Perkins, D. & Swartz, R. 1992). The nine basics of teaching thinking. In: A.L. Costa, J.L. Bellanca & R. Fogarty, If Minds Matter: A Foreword to the Future. Vol. 2. IRI. Skylight. Inc. Palatine IL. Pintrich, P.R. & Schunk, D.H., 1996). Motivation in Education: Theory and Applications. Englewood Cliffs, NJ: Merril Prentice-Hall. Resnick, L. 1987). Education and Learning to Think. Washington D.C. : National Academy Press.
51 Calibration Saarni, C. 1999). The development of emotional competence: The Guilford Series on social and emotional development. Eric Document Reproduction Service No. ED Salomon, G. 1984). Television is easy and print is tough : The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76, pp Sarig, G. 1996). Academic literacy as ways-of-getting-to-know. In: M.Birenbaum,& F.Dochy Eds). Alternatives in assessment of achievements, learning processes and prior knowledge, pp Boston: Kluwer Academic Publishing. Schon, D.A. 1988). Coaching reflective teaching. In: P.P. Grimmett & G.L. Erickson, eds), Reflection in Teacher Education, pp N.Y. Teachers College Press. Schriver, K.A. 1993). Revising for readers: Audience Awareness in the writing classroom. In: Hearing Ourselves Think. Cognitive research in the college writing classroom. Social cognitive studies in writing literacy. N.Y. Oxford. Univ. Press. Schunk, D.H. 1984a). Self efficacy perspective on achievement behavior. Educational Psychologist. 19, pp Schunk, D.H. 1985). Participation in goal setting: Effects on self efficacy and skills of learning disabled children. Journal of Special Education, 19, pp Schunk, D.H. 1986). Verbalization and children s Self Regulated Learning. Contemporary Educational Psychology, 11, pp Schunk, D.H. 1989a). Self efficacy and achievement behaviors. Educational Psychology Review, 1, pp Schunk, D.H. 1989b). Social cognitive theory and self regulated learning. In: B.J. Zimmerman & D.H. Schunk., Self Regulated Learning and Academic Achievement Theory Research and Practice, pp N.Y. Spring-Vereag. Schunk, D.H. 1991). Self efficacy and academic motivation. Educational Psychologist. 26, pp Schunk, D.H. 1991). Goal setting and self evaluation: A social cognitive perspective on self regulation. In: M.L. Maehr & P.R. Pintrich Eds). Advances in motivation and achievement, 7, pp , Greenich, Conn. : JAI. 347
52 Schunk, D.H. 1995). Self efficacy and education and instruction. In: J.E. Maddux Ed). Self efficacy, adaptation, and adjustment: Theory, research and application, pp N.Y: Plenum. Schunk, D.H. 1996). Goal and self-evaluative influences during children s cognitive skill learning. American Educational Research Journal, 33, pp Schunk, D.H. 1997). Self monitoring as a motivator instruction with elementary school students. Paper presented at the annual meeting of the American Educational Research Association. Chicago. Schunk, D.H. 1999). Social self interaction and achievement behavior. Educational Psychologist, 34 4), pp Schunk, D.H. & Ertmer, P.A. 1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91 2), pp Schunk, D.H. & Ertmer, P.A. 2000). Self-regulation and academic learning. Self-efficacy enhancing interventions. In: M. Boekaerts, P.R. Pintrich. & Zeidner Eds.). Handbook of Self-Regulation. pp San Diego: Academic Press. Schunk, D.H. & Zimmerman, B.J. Eds., 1994). Self-Regulation of Learning and Performance: Issues and Educational Applications. Hillsdale, NJ: Erlbaum. Schunk, D.H. & Zimmerman, B.J. 1998a). Conclusions and future directions for academic interactions. In: D.H. Schunk, &, B.J. Zimmerman Eds.). Self-Regulated Learning: From Teaching to Self-Regulative Practice. pp N.Y. Guilford. Schunk, D.H. & Zimmerman, B.J. 1998). Self-Regulated Learning. N.Y. Guilford Press. Sternberg, R. 1985). Beyond I.Q: A diarchic theory of human intelligence. Human Intelligence. Vol. 6-9 N.Y. Cambridge Univ. Press. White, B.Y., Shimoda, T.A. & Frederiksen, J.R. 1999). Enabling students to construct theories of collaborative inquiry and reflective learning: computer support for metacognitive development. International Journal of Artificial Intelligence in Education, Vol. 10 2).
53 Calibration Zimmerman, B.J. 1995). Self regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30 4), pp Zimmerman, B.J. 1995). Self efficacy and educational development. In: A. Bandura Ed.), Self efficacy in Changing Societies. pp N.Y: Cambridge Univ. Press. Zimmerman, B.J. 1997). The role of perceived efficacy and self regulated skill. Paper presented at the AERA meeting in San Diego. Zimmerman, B.J. 1998). Developing self-fulfilling cycles of academic regulating: An analysis of exemplary instructional models. In: D. Schunk & B. Zimmerman, Self-Regulated Learning: From Teaching to Self-Reflective Practice. pp N.Y. Guilford Press. Zimmerman, B.J. 2000). Attaining self-regulation: A social cognitive perspective. In: M. Boekaerts, P. R. Pintrich. & M. Zeidner Eds.). Handbook of Self-Regulation, Chapter 2. pp San Diego. CA: Academic Press. Zimmerman, B.J. & Bandura, A. 1994). Impact of Self Regulatory influences on writing course attainment. American Educational Research Journal, 31 4), pp Zimmerman, B.J., Bonner, S. & Kovach, R. 1996). Developing Self Regulated Learners. American Psychological Association. Washington D.C. Zimmerman, B.J., & Pons, M.M. 1990). Student differences in self regulated learning : Relating grade,sex and giftedness to self efficacy & strategy use. Journal of Educational Psychology, 82 1), pp
54
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