Self-efficacy, Emotion, and Identification with Academics, with Urban, Alternative High School Students and Academic Motivation

• In Event: Engaging the Affect in Teaching and Learning

Abstract

The relationship between emotion, identification with academics, self-efficacy, motivation, and academic outcomes among 94 urban, alternative high school students was investigated. The results showed that self-efficacy and identification with academics produced significantly positive correlations with intrinsic motivation and academic outcomes. Significant negative correlations were found between self-efficacy/identification with academics and depression, public self-consciousness; and depression, anxiety, and hostility when taking exams. Multiple regression analyses demonstrated significant predictors between emotion and self-efficacy; motivation and emotion with meaningful processing; meaningful processing with academic outcomes; and direct predictions between motivation and academic outcomes.

Author

• John L Rausch Rausch, John Carroll University