| Pub. Date | : Mar, 2019 |
|---|---|
| Product Name | : The IUP Journal of Soft Skills |
| Product Type | : Article |
| Product Code | : IJSS11903 |
| Author Name | : Bharati Rao, S Anil Kumar and Mihir Dash |
| Availability | : YES |
| Subject/Domain | : Management |
| Download Format | : PDF Format |
| No. of Pages | : 13 |
The paper examines how academic self-efficacy influences self-regulated learning and also conversely about how self-regulated learning influences academic self-efficacy among postgraduate women students in Bengaluru, India. It is a step in the direction of employment preparedness as an empowering learning process, as both self-regulated learning and academic self-efficacy influence career goal clarity, which in turn affects employability. The findings of the study reveal that self-efficacy and self-regulated learning are mutually influential.
Self-regulated learning refers to those active and volitional behaviors on the part of
individuals to achieve in their learning. Thus, self-regulated learning is both a function
of ‘skill’ and ‘will’ on the part of individuals, according to Woolfolk et al. (2000).
Self-regulated learning appears to center on the ‘self’ as an agent who acts upon his/
her environment.
Self-efficacy serves as a core cause of human actions. It makes individuals believe
in their own ability to execute a given task (Bandura, 1989; and Bandura, 2008).
According to Bandura (1989), the most important source of human motivation function
is cognitive engagement. By cognitive engagement, perceived self-efficacy is influenced
by and influences goal setting and self-regulated learning. Students with high sense of
self-efficacy study harder and persist longer in the face of difficulties, whereas students
with low self-efficacy do not regulate their learning behavior (Schunk and Ertmer, 2000).
Skilled self-regulated learners exhibit a high sense of efficacy in their capabilities.