Predicting university students’ performance of a complex task: does task understanding moderate the influence of self-efficacy?

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dc.contributor.authorMiller, Mariel F.
dc.contributor.supervisorHadwin, Allyson
dc.date.accessioned2009-09-10T16:46:32Z
dc.date.available2009-09-10T16:46:32Z
dc.date.copyright2009en
dc.date.issued2009-09-10T16:46:32Z
dc.degree.departmentDept. of Educational Psychology and Leadership Studiesen
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study used a correlational design to examine the contribution of university students’ task understanding and self-efficacy to performance on a grade-bearing course assignment. Participants were 38 undergraduate students enrolled in a first-year elective course. Task understanding for explicit, implicit, and contextual task features was measured using a forced-choice task analyzer quiz and an adapted version of the Epistemological Beliefs Questionnaire (Schommer, 1990). Self-efficacy for explicit, implicit, and contextual task features was assessed on a self-efficacy for performance scale. Final grade on a major course assignment was used as a measure of task performance. Results of hierarchical regression analysis indicated that task understanding significantly predicted task performance and task understanding moderated the influence of self-efficacy on task performance. Findings may help to bridge these disparate lines of research and provide support for Winne & Hadwin’s (1998) model of self-regulated learning. Practical implications for facilitating university students’ success in their academic tasks are discussed.en
dc.identifier.urihttp://hdl.handle.net/1828/1748
dc.languageEnglisheng
dc.language.isoenen
dc.rightsAvailable to the World Wide Weben
dc.subjecttask understandingen
dc.subjectself-efficacyen
dc.subjectself-regulated learningen
dc.subjectperformanceen
dc.subjectuniversityen
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Education::Educational psychologyen
dc.titlePredicting university students’ performance of a complex task: does task understanding moderate the influence of self-efficacy?en
dc.typeThesisen

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