Frank Pajares
Biographic Data
| ID | 1585337 |
|---|---|
| NAME | Frank Pajares |
| GIVEN NAMES | Frank |
| FAMILY NAME | Pajares |
| SIGNATURE | PAJARES F |
| AFFILIATIONS | Emory University |
| VERIFIED | No |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 179 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 6 |
Implicit theories of ability of Grade 6 science students
Sources of self-efficacy in mathematics
A comparative study of the self‐efficacy beliefs of successful men and women in mathematics, science, and technology careers
The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self‐efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self‐efficacy beliefs. These results are compared to those from…
Sources of Self-Efficacy in School
The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is …
Self-Efficacy for Self-Regulated Learning
The psychometric properties and multigroup measurement invariance of scores on the Self-Efficacy for Self-Regulated Learning Scale taken from Bandura's Children's Self-Efficacy Scale were assessed in a sample of 3,760 students from Grades 4 to 11. Latent means differences were also examined by gender and school level. Results reveal a unidimensional construct with equivalent factor pattern coefficients for boys and girls and for students in eleme…
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students
The purpose of this study was to examine the influence of Albert Bandura’s four hypothesized sources of self-efficacy on students’ writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the sources significantly correlated with writing self-efficacy and with each other
Empirical Properties of a Scale to Assess Writing Self-Efficacy in School Contexts
The psychometric properties of a scale assessing the writing self-efficacy of 1.258 students from Grades 4 to II were analyzed with exploratory factor analysis. Two factors emerged. I designating basic grammar skills and I designating more advanced composition skills. The Writing Self-Efficacy Scale (F. Pajares & G. Valiante, 1999) functioned equally well at each academic level assessed
Self-efficacy of College Intermediate French Students
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves…
Sources of science self-efficacy beliefs of middle school students
The purpose of this study was to investigate the degree to which A. Bandura's (1997) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self-efficacy predicts science achievement, and to explore how science self-efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experi…
Sources of academic and self-regulatory efficacy beliefs of entering middle school students
A Reevaluation of the Role of Anxiety
Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influ ence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura's (1986) social cognitive theory, the purpose ofthis study was to examine the r…
Psychometric Analysis of Computer Science Help-Seeking Scales
The purpose of this studywas to develop scales to assess instrumental help seeking, executive help seeking, perceived benefits of help seeking, and avoidance of help seeking and to examine their psychometric properties by conducting factor and reliability analyses. As this is the first attempt to examine the latent structures underlying the measured items, the authors conducted exploratory factor analyses. In addition, they also examined the rela…
Self-Efficacy Beliefs, Motivation, and Achievement in Writing
The purpose of this article is to examine the contribution made by the self-efficacy component of A. Bandura's (1986) social cognitive theory to the study of writing in academic settings. A brief overview of Bandura's social cognitive theory and of self-efficacy is first provided, followed by a description of the manner in which writing self-efficacy beliefs are typically operationalized and assessed. This is followed by a synthesis of research f…
The Development of Academic Self-Efficacy
Gender and Perceived Self-Efficacy in Self-Regulated Learning
2002). Gender and Perceived Self-Efficacy in Self-Regulated Learning. Theory Into Practice: Vol. 41, Becoming a Self-Regulated Learner, pp. 116-125
This Issue
Gender Differences in Writing Motivation and Achievement of Middle School Students
Response Format in Writing Self-Efficacy Assessment
Writing self-efficacy scales differing in response format were compared. A scale with a 0-100 format was psychometrically stronger than a scale with a traditional Likert format
Against the Odds
The purpose of this study was to explore the personal stories of women who selected and continue to excel at careers in areas of mathematics, science, and technology to better understand the ways in which their self-efficacy beliefs influenced their academic and career choices. Analysis of 15 narratives revealed that verbal persuasions and vicarious experiences were critical sources of the women's self-efficacy beliefs. These findings suggest tha…
Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students
Formalist thinking and language arts instruction
An Exploratory Factor Analysis of the Mathematics Self-Efficacy Scale—Revised (MSES-R)
This article presents results of an exploratory factor analysis of the Mathematics Self-Efficacy Scale—Revised, a widely used instrument in contemporary academic counseling research
Self-Efficacy Beliefs in Academic Settings
The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura’s (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, an…
When Shared Decision Making Works
Shared decision making (SDM) has been touted as a promising avenue to school improvement. This study traced the implementation of an SDM project in a large, public, secondary school during the course of 3 years. Questions guiding the interpretation of data focused on factors that supported and constrained SDM and on its effect on the school’s culture. The factors that enhanced the SDM process were the confidence stakeholders had in themselves and…
Mathematics self-efficacy and mathematics performances
In this study, 391 students were asked to provide 3 types of mathematics self-efficacy judgments: confidence to solve mathematics problems, confidence to succeed in math-related courses, and confidence to perform math-related tasks. Criterial tasks were solution of math problems and choice of math-related majors. As hypothesized, students'reported confidence to solve the problems they were later asked to solve was a more powerful predictor of tha…
Gender and Perceived Self-Efficacy in Self-Regulated Learning
2002). Gender and Perceived Self-Efficacy in Self-Regulated Learning. Theory Into Practice: Vol. 41, Becoming a Self-Regulated Learner, pp. 116-125
A Reevaluation of the Role of Anxiety
Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influ ence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura's (1986) social cognitive theory, the purpose ofthis study was to examine the r…
Self-efficacy of College Intermediate French Students
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves…
Against the Odds
The purpose of this study was to explore the personal stories of women who selected and continue to excel at careers in areas of mathematics, science, and technology to better understand the ways in which their self-efficacy beliefs influenced their academic and career choices. Analysis of 15 narratives revealed that verbal persuasions and vicarious experiences were critical sources of the women's self-efficacy beliefs. These findings suggest tha…
Response Format in Writing Self-Efficacy Assessment
Writing self-efficacy scales differing in response format were compared. A scale with a 0-100 format was psychometrically stronger than a scale with a traditional Likert format
Empirical Properties of a Scale to Assess Writing Self-Efficacy in School Contexts
The psychometric properties of a scale assessing the writing self-efficacy of 1.258 students from Grades 4 to II were analyzed with exploratory factor analysis. Two factors emerged. I designating basic grammar skills and I designating more advanced composition skills. The Writing Self-Efficacy Scale (F. Pajares & G. Valiante, 1999) functioned equally well at each academic level assessed
When Shared Decision Making Works
Shared decision making (SDM) has been touted as a promising avenue to school improvement. This study traced the implementation of an SDM project in a large, public, secondary school during the course of 3 years. Questions guiding the interpretation of data focused on factors that supported and constrained SDM and on its effect on the school’s culture. The factors that enhanced the SDM process were the confidence stakeholders had in themselves and…
An Exploratory Factor Analysis of the Mathematics Self-Efficacy Scale—Revised (MSES-R)
This article presents results of an exploratory factor analysis of the Mathematics Self-Efficacy Scale—Revised, a widely used instrument in contemporary academic counseling research
This Issue
Formalist thinking and language arts instruction
Role of self-efficacy and self-concept beliefs in mathematical problem solving
Path analysis was used to test the predictive and mediational role of self-efficacy beliefs in mathematical problem solving. Results revealed that math self-efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experi-ence with mathematics, or gender (N = 350). Self-efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem so…
Confidence and Competence in Writing
This study investigated the relationships among self-confidence about writing, expected outcomes, writing apprehension, general self-confidence, and writing performance in 30 undergraduate preservice teachers over one semester. Results supported social cognitive theory and prior findings reporting a relationship between confidence in one’s writing abilities and subsequentw riting performance. A regression model consisting of the variables noted a…
Mathematics self-efficacy and mathematics performances
In this study, 391 students were asked to provide 3 types of mathematics self-efficacy judgments: confidence to solve mathematics problems, confidence to succeed in math-related courses, and confidence to perform math-related tasks. Criterial tasks were solution of math problems and choice of math-related majors. As hypothesized, students'reported confidence to solve the problems they were later asked to solve was a more powerful predictor of tha…
Self-Efficacy Beliefs and General Mental Ability in Mathematical Problem-Solving
The psychologizing of teacher education
This study evaluates the assumption common to teacher education programs that, when preservice teachers’ subject matter knowledge is enhanced by a formal psychological understanding of learners and learning, superior instruction results. Preservice language arts teachers (N = 113) were asked to determine what they thought would constitute appropriate responses to a middle school student's request for feedback about his poem. The responses of the …
Self-Efficacy Beliefs in Academic Settings
The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura’s (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, an…
When Shared Decision Making Works
Shared decision making (SDM) has been touted as a promising avenue to school improvement. This study traced the implementation of an SDM project in a large, public, secondary school during the course of 3 years. Questions guiding the interpretation of data focused on factors that supported and constrained SDM and on its effect on the school’s culture. The factors that enhanced the SDM process were the confidence stakeholders had in themselves and…
An Exploratory Factor Analysis of the Mathematics Self-Efficacy Scale—Revised (MSES-R)
This article presents results of an exploratory factor analysis of the Mathematics Self-Efficacy Scale—Revised, a widely used instrument in contemporary academic counseling research
Formalist thinking and language arts instruction
Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students
Against the Odds
The purpose of this study was to explore the personal stories of women who selected and continue to excel at careers in areas of mathematics, science, and technology to better understand the ways in which their self-efficacy beliefs influenced their academic and career choices. Analysis of 15 narratives revealed that verbal persuasions and vicarious experiences were critical sources of the women's self-efficacy beliefs. These findings suggest tha…
Gender Differences in Writing Motivation and Achievement of Middle School Students
Response Format in Writing Self-Efficacy Assessment
Writing self-efficacy scales differing in response format were compared. A scale with a 0-100 format was psychometrically stronger than a scale with a traditional Likert format
The Development of Academic Self-Efficacy
Gender and Perceived Self-Efficacy in Self-Regulated Learning
2002). Gender and Perceived Self-Efficacy in Self-Regulated Learning. Theory Into Practice: Vol. 41, Becoming a Self-Regulated Learner, pp. 116-125
This Issue
Self-Efficacy Beliefs, Motivation, and Achievement in Writing
The purpose of this article is to examine the contribution made by the self-efficacy component of A. Bandura's (1986) social cognitive theory to the study of writing in academic settings. A brief overview of Bandura's social cognitive theory and of self-efficacy is first provided, followed by a description of the manner in which writing self-efficacy beliefs are typically operationalized and assessed. This is followed by a synthesis of research f…
Psychometric Analysis of Computer Science Help-Seeking Scales
The purpose of this studywas to develop scales to assess instrumental help seeking, executive help seeking, perceived benefits of help seeking, and avoidance of help seeking and to examine their psychometric properties by conducting factor and reliability analyses. As this is the first attempt to examine the latent structures underlying the measured items, the authors conducted exploratory factor analyses. In addition, they also examined the rela…
Sources of science self-efficacy beliefs of middle school students
The purpose of this study was to investigate the degree to which A. Bandura's (1997) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self-efficacy predicts science achievement, and to explore how science self-efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experi…
Sources of academic and self-regulatory efficacy beliefs of entering middle school students
A Reevaluation of the Role of Anxiety
Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influ ence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura's (1986) social cognitive theory, the purpose ofthis study was to examine the r…
Self-Efficacy for Self-Regulated Learning
The psychometric properties and multigroup measurement invariance of scores on the Self-Efficacy for Self-Regulated Learning Scale taken from Bandura's Children's Self-Efficacy Scale were assessed in a sample of 3,760 students from Grades 4 to 11. Latent means differences were also examined by gender and school level. Results reveal a unidimensional construct with equivalent factor pattern coefficients for boys and girls and for students in eleme…
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students
The purpose of this study was to examine the influence of Albert Bandura’s four hypothesized sources of self-efficacy on students’ writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the sources significantly correlated with writing self-efficacy and with each other
Empirical Properties of a Scale to Assess Writing Self-Efficacy in School Contexts
The psychometric properties of a scale assessing the writing self-efficacy of 1.258 students from Grades 4 to II were analyzed with exploratory factor analysis. Two factors emerged. I designating basic grammar skills and I designating more advanced composition skills. The Writing Self-Efficacy Scale (F. Pajares & G. Valiante, 1999) functioned equally well at each academic level assessed
Self-efficacy of College Intermediate French Students
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves…
Psychology (29 works) · Social Psychology (25 works) · Self-efficacy (21 works) · Developmental psychology (20 works) · Education, Achievement, and Giftedness (18 works) · Mathematics education (14 works) · Motivation and Self-Concept in Sports (9 works) · Social Psychology (9 works) · Career Development and Diversity (7 works) · Cognition (7 works)