Bing Hiong Ngu

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The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly, has(More)
The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143(More)
The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects(More)
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