K
Kevin C. Larkin
Researcher at University of Minnesota
Publications - 7
Citations - 2998
Kevin C. Larkin is an academic researcher from University of Minnesota. The author has contributed to research in topics: Academic achievement & Higher education. The author has an hindex of 7, co-authored 7 publications receiving 2903 citations.
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Journal ArticleDOI
Relation of self-efficacy expectations to academic achievement and persistence.
TL;DR: In this article, the authors examined the relation of self-efficacy beliefs to subjects' persistence and success in pursuing science and engineering college majors and found that subjects reporting high selfefficacy for educational requirements generally achieved higher grades and persisted longer in technical/scientific majors over the following year than those with low selfefficacies.
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Self-efficacy in the prediction of academic performance and perceived career options.
TL;DR: The authors explored the relation of self-efficacy beliefs to educational/vocational choice and performance, assessing the extent to which efficacy beliefs, in concert with other relevant variables, predict academic grades, persistence, and perceived career options in students considering science and engineering fields.
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Competence and stress in school children: the moderating effects of individual and family qualities
Ann S. Masten,Norman Garmezy,Auke Tellegen,David S. Pellegrini,Kevin C. Larkin,Andrea S Larsen +5 more
TL;DR: It is suggested that the relations of stress exposure to competence vary as a function of individual differences as well as the competence criterion, and boys were less socially competent than girls and, when stress was high, appeared to be less protected by positive family qualities.
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Comparison of Three Theoretically Derived Variables in Predicting Career and Academic Behavior: Self-Efficacy, Interest Congruence, and Consequence Thinking.
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Self-efficacy as a moderator of scholastic aptitude: Academic performance relationships.
TL;DR: This paper explored the moderating effects of academic self-efficacy beliefs on the relationship of scholastic aptitude to academic achievement (grade point average) and persistence (retention).