Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education?

The transition from secondary to higher education is a challenging process, in which the development of students’ motivation plays a pivotal role. The current study examines whether self-efficacy—and how it develops—is able to explain the growth in motivation. The current longitudinal study included...

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Bibliographic Details
Published in:European journal of psychology of education 2019-04, Vol.34 (2), p.457-478
Main Authors: Kyndt, Eva, Donche, Vincent, Coertjens, Liesje, van Daal, Tine, Gijbels, David, Van Petegem, Peter
Format: Article
Language:English
Subjects:
Career Choice
Careers
College students
Correlation
Developmental Tasks
Education
Educational Psychology
High School Seniors
Higher education
Longitudinal Studies
Motivation
Pedagogic Psychology
Perceptions
Prediction
Secondary education
Self Determination
Self Efficacy
Social Cognition
Student Adjustment
Student Motivation
Students
Teaching Methods
Theories
Transitions
Undergraduate Students
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Summary:The transition from secondary to higher education is a challenging process, in which the development of students’ motivation plays a pivotal role. The current study examines whether self-efficacy—and how it develops—is able to explain the growth in motivation. The current longitudinal study included five waves, across a period of 25 months (i.e. start of the final year of secondary education until the beginning of the second year of higher education). Results show—contrary to our hypothesis based on the self-determination theory and social cognitive theory—that the growth in autonomous motivation positively predicts the growth in self-efficacy and that this ‘reversed’ model is superior in terms of fit and explained variance to the hypothesised model.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-018-0389-6