Document Type
Article
Source of Publication
Psicologia: Teoria e Pesquisa
Publication Date
1-1-2018
Abstract
© 2018, Universidade de Brasilia. Do personal conceptions of competence (PCC) influence academic achievement and/or academic achievement influences PCC? In this context we sought to examine the relationship between PCC (personal conceptions of intelligence, causal attributions, self-concept, self-efficacy and emotional competence) and academic achievement throughout secondary school in Portugal. With this aim, the Composite Questionnaire of Perceived Competence (162 items) was administered to a sample of 433 students, 52.8% girls, aged between 14 and 18 years (M=15.3; SD=.63), in a three-wave longitudinal design separated by a gap of one year. Overall, the results evidenced reciprocal relationships: the achievement in the first year influenced PCC in the following year and self-concept and self-efficacy were the main predictors of academic achievement.
DOI Link
ISSN
Publisher
Universidade de Brasilia
Volume
34
Disciplines
Life Sciences
Keywords
Academic achievement, Longitudinal, Perceived competence, Secondary school
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Stocker, Joana and Faria, Luisa, "Personal conceptions of competence and academic achievement: Longitudinal study in Portuguese secondary school" (2018). All Works. 2672.
https://zuscholars.zu.ac.ae/works/2672
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series