Academic self-efficacy and learning strategies as mediators of the relation between personality and elementary school students' achievement

Mornar, Mirta and Marušić, Iris and Šabić, Josip (2022) Academic self-efficacy and learning strategies as mediators of the relation between personality and elementary school students' achievement. European journal of psychology of education, 37 (4). pp. 1237-1254. ISSN 0256-2928 (Print), 1878-5174 (Online)

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Abstract

IN ENGLISH: In this study, we examined the mediating role of academic self-efficacy and motivational learning strategies in the relationship between personality and elementary school students' achievement. The data were collected using a questionnaire that was administered to 511 Croatian eighth-grade students (14-15 years old) and analysed using Hayes's PROCESS procedure. The results suggest that conscientious students have higher grade point average (GPA) which can partially be explained with their relatively high academic self-efficacy and avoidance of using strategies of protecting self-esteem. Findings also indicate serial mediating effects of academic self-efficacy and strategies of protecting self-esteem on the relationship between conscientiousness and GPA. Openness was positively related to GPA, but only indirectly, through academic self-efficacy. Furthermore, we found an indirect effect of agreeableness on GPA through less frequent use of strategies aimed at protecting self-esteem. Neuroticism and extraversion showed no direct nor indirect effects on GPA. Additionally, students with higher academic self-efficacy were less inclined to use strategies of protecting self-esteem. However, there was no effect of academic self-efficacy on strategies of promoting learning process. This study adds to the existing literature by specifically examining serial mediation of academic self-efficacy and learning strategies in the relationship between personality and GPA. --------------- IN CROATIAN: U ovom smo radu ispitali medijacijsku ulogu akademske samoefikasnosti i motivacijskih strategija učenja u odnosu između ličnosti i postignuća učenika osnovne škole. Podaci su prikupljeni upitnikom koji je primijenjen na uzorku od 511 učenika 8. razreda (14-15 godina) osnovnih škola u Hrvatskoj te analizirani pomoću Hayesovog programa PROCESS. Rezultati pokazuju da savjesni učenici imaju bolji školski uspjeh izražen višim prosjekom ocjena, što se djelomično može objasniti njihovom relativno visokom akademskom samoefikasnošću i izbjegavanjem korištenja strategija zaštite samopoštovanja. Nalazi također ukazuju na serijalne medijacijske efekte akademske samoefikasnosti i strategije zaštite samopoštovanja na odnos između savjesnosti i školskog uspjeha. Otvorenost je bila pozitivno povezana s uspjehom, ali samo neizravno, kroz akademsku samoefikasnost. Nadalje, otkrili smo neizravni učinak ugodnosti na školski uspjeh kroz rjeđu upotrebu strategija usmjerenih na zaštitu samopoštovanja. Neuroticizam i ekstraverzija nisu pokazali izravne niti neizravne učinke na školski uspjeh. Uz to, učenici s višom akademskom samoefikasnošću bili su manje skloni korištenju strategija zaštite samopoštovanja. Međutim, nije bilo učinka akademske samoefikasnosti na strategije poticanja procesa učenja. Ovo istraživanje doprinosi postojećoj literaturi specifičnim ispitivanjem serijalne medijacije akademske samoefikasnosti i strategija učenja u odnosu između ličnosti i školskog uspjeha.

Item Type:	Article
Additional Information:	Language: English. - Title in Croatian: Akademska samoefikasnost i strategije učenja kao medijatori odnosa između ličnosti i postignuća učenika osnovnih škola.
Uncontrolled Keywords:	Academic achievement, academic self-efficacy, learning strategies, personality, elementary school (akademsko postignuće, akademska samoefikasnost, strategije učenja, ličnost, osnovna škola)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General)
Depositing User:	Karolina
Date Deposited:	13 Jun 2022 10:11
Last Modified:	10 May 2024 08:02
URI:	http://idiprints.knjiznica.idi.hr/id/eprint/1019

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