{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:ohiou1363259898"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:ohiou1363259898","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Assessing the Influence of a Self-Efficacy Intervention on Students' Motivation andPerformance","abstract":"Self-efficacy, defined as one's belief in the capacity to perform some action, is generally assumed to be positively related to motivation and performance. However, the majority of research on self-efficacy has used passive observational designs, preventing researchers from making causal claims about the role of self-efficacy. In addition, there have been relatively few studies examining self-efficacy as an intervention. For the few exceptions, the interventions are often confounded with training or include other issues that limit internal, construct, and external validity. In the current study, a self-efficacy intervention independent of training was tested in a classroom setting. In addition to testing the intervention, individuals' self-efficacy, goals, motivation and performance were tracked throughout the semester. It was predicted that individuals who have their self-efficacy inflated would plan to study less because they believe they have high capacity, but will perform worse on the exam. However, the self-efficacy intervention was not effective. Across the exams at the within-person level, self-efficacy was unrelated to planned study time and exam performance. However, at the between-person level, only an indirect effect of self-efficacy on exam performance was found.","abstract_html":"Self-efficacy, defined as one's belief in the capacity to perform some action, is generally assumed to be positively related to motivation and performance. However, the majority of research on self-efficacy has used passive observational designs, preventing researchers from making causal claims about the role of self-efficacy. In addition, there have been relatively few studies examining self-efficacy as an intervention. For the few exceptions, the interventions are often confounded with training or include other issues that limit internal, construct, and external validity. In the current study, a self-efficacy intervention independent of training was tested in a classroom setting. In addition to testing the intervention, individuals' self-efficacy, goals, motivation and performance were tracked throughout the semester. It was predicted that individuals who have their self-efficacy inflated would plan to study less because they believe they have high capacity, but will perform worse on the exam. However, the self-efficacy intervention was not effective. Across the exams at the within-person level, self-efficacy was unrelated to planned study time and exam performance. However, at the between-person level, only an indirect effect of self-efficacy on exam performance was found.","abstract_has_math":false,"creators":["Weinhardt, Justin M."],"institution":"Ohio University","degree_name":"Doctor of Philosophy (PhD)","degree_level":"doctoral","degree_discipline":"Industrial/Organizational Psychology (Arts and Sciences)","degree_department":null,"school":null,"contributors":["Vancouver, Jeff"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06-10","date_published":"2013-06-10","updated_at":"2026-07-24T03:36:39Z","subjects":["Psychology","Self-Efficacy","Motivation","Goals","Self-Regulation"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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In the current study, a self-efficacy intervention independent of training was tested in a classroom setting. In addition to testing the intervention, individuals' self-efficacy, goals, motivation and performance were tracked throughout the semester. It was predicted that individuals who have their self-efficacy inflated would plan to study less because they believe they have high capacity, but will perform worse on the exam. However, the self-efficacy intervention was not effective. Across the exams at the within-person level, self-efficacy was unrelated to planned study time and exam performance. However, at the between-person level, only an indirect effect of self-efficacy on exam performance was found."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.77","701.8 KB"]},{"key":"dc:title","label":"Title","values":["Assessing the Influence of a Self-Efficacy Intervention on Students' Motivation andPerformance"]}]}],"canonical_facts":{"dc:contributor":["Vancouver, Jeff"],"dc:creator":["Weinhardt, Justin M."],"dc:date":["2013-06-10"],"dc:description":["Self-efficacy, defined as one's belief in the capacity to perform some action, is generally assumed to be positively related to motivation and performance. However, the majority of research on self-efficacy has used passive observational designs, preventing researchers from making causal claims about the role of self-efficacy. In addition, there have been relatively few studies examining self-efficacy as an intervention. For the few exceptions, the interventions are often confounded with training or include other issues that limit internal, construct, and external validity. In the current study, a self-efficacy intervention independent of training was tested in a classroom setting. In addition to testing the intervention, individuals' self-efficacy, goals, motivation and performance were tracked throughout the semester. It was predicted that individuals who have their self-efficacy inflated would plan to study less because they believe they have high capacity, but will perform worse on the exam. However, the self-efficacy intervention was not effective. Across the exams at the within-person level, self-efficacy was unrelated to planned study time and exam performance. 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