The relationship of self-efficacy, self-regulation, and collaborative verbal behavior with grades: preliminary findings

In this study, we sought preliminary information about the relationships among measures of self-efficacy, self-regulation, collaborative learning behavior, and grades. The collaborative verbal behavior of 20 students in a computer course was observed. Also, students responded to a questionnaire to assess their academic self-efficacy. A teacher rated each student's self-regulated learning behaviors. The measures were taken at various points throughout the school year, and the data were analyzed using path analysis. Although students scoring higher on self-regulation tended to score higher also on the measures of collaborative verbal behavior than did those who scored lower on self-regulation, scores on self-regulation rather than on verbal engagement were correlated with grades. The findings were discussed in the light of social cognitive theory and recommendations were made for further study.