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Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between students' academic self-efficacy and its sources in different contexts.
- Source :
- Social Psychology of Education; Apr2020, Vol. 23 Issue 2, p339-358, 20p, 1 Diagram, 2 Charts
- Publication Year :
- 2020
-
Abstract
- The present study examined the four sources of self-efficacy (mastery experience, vicarious experience, verbal and social persuasion, and physiological state) and how these predict academic self-efficacy over time in N = 1597 (t<subscript>1</subscript>) and N = 1373 (t<subscript>2</subscript>) 7th-grade students. We simultaneously differentiated three different educationally relevant socialization contexts: the family, peers, and school. Although existing measures to assess sources of academic self-efficacy have considered different socialization contexts, they have done this neither systematically nor for all sources. Confirmatory factor analysis of the four sources in three socialization contexts showed a good fit to the data. Results of structural equation models at t<subscript>1</subscript> showed differential patterns of substantial impact on academic self-efficacy in each socialization context. Over time, the impact decreased when controlling for SES. Results deliver only partial support for Bandura's theoretical approach and indicate the need to revise social-cognitive theory. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13812890
- Volume :
- 23
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Social Psychology of Education
- Publication Type :
- Academic Journal
- Accession number :
- 142764541
- Full Text :
- https://doi.org/10.1007/s11218-019-09535-0