Examining Situational and Person-Specific Nature of Undergraduate Students’ Self-Efficacy and Academic Burden (Poster 22): Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts, 3:10 PM

• In Event: e-Lightening Ed-Talk Session 4

Abstract

Students’ self-appraisal of ability and situational demands of the learning context are important factors of learning behaviors. The majority of research on this topic are cross-sectional examinations of construct-level associations. Yet, relationships among perceptions of ability, situational demands, and behaviors are theorized to be constantly in-flux. Through multilevel Latent State-Trait modeling, Latent Profile Analysis, and multiple regression, this research applied the situational and person-centered lens to examine how self-efficacy and academic burden change over time and differ between students. Results illustrated that the variance in academic burden was more consistent across time whereas self-efficacy varied to a greater extent. Several person-level appraisal profiles were identified. Fluctuations in patterns of ability and situational demand appraisals were negatively associated with academic achievement.

Authors

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas

• Lei Ping, University of Nevada - Las Vegas

• Jonathan C. Hilpert, University of Nevada - Las Vegas

• Lin Lu, University of Nevada - Las Vegas