Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between students’ academic self-efficacy and its sources in different contexts

Gebauer, M.; McElvany, Nele; Bos, Wilfried; Köller, Olaf; Schöber, Christian

doi:10.1007/s11218-019-09535-0

Cited by 29 publications

(29 citation statements)

References 51 publications

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“…Self-efficacy denotes the outcomes that students expect from their actions and has been linked to their performance in higher education ( van Dinther, Dochy, and Segers 2011). Substantial evidence indicates that students' self-efficacy beliefs in higher education affect their motivation, learning strategies and academic achievement (Diseth 2011;Yusuf 2011), and the relationship between self-efficacy and outcomes is continuously under scrutiny (Gebauer et al 2019).…”

Section: Methodsmentioning

confidence: 99%

Placement training and learning outcomes in social work education

Caspersen

Smeby

2020

Studies in Higher Education

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Field placement has traditionally been an important component of professional and vocational education programmes, and there is a growing interest in workplace experience in higher education programmes in general. In this article, we examine the direct and the indirect links between classroom preparation for placement, placement quality and programme coherence, and the development of student learning outcomes (general competence, knowledge and skills). Using a longitudinal survey of social work students, combined with data from national registers, we find that programme coherence has a direct positive impact on all three types of learning outcomes, classroom preparation for placement has a positive direct impact on knowledge and general competence, while placement quality only indirectly relates to student learning outcomes and is mediated by programme coherence. Placement quality is therefore important, but its positive impact on learning outcomes depends on whether it has a spillover effect on students' experience of programme coherence.

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Section: Methodsmentioning

confidence: 99%

Placement training and learning outcomes in social work education

Caspersen

Smeby

2020

Studies in Higher Education

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“…A growing body of recent research has shifted its focus of study from factors impacted by academic self-efficacy to its determinants, also known as sources of self-efficacy . Studies investigating these relations report correlations between subject-and domain-related as well as broad non-domain-and non-subject-related academic self-efficacy beliefs and their sources (e.g., Gebauer et al, 2020;Usher & Pajares, 2006a, 2006b. Moreover, variations in academic self-efficacy functioning and differences in the relationship between academic self-efficacy and its sources have been repeatedly found among students with diverse immigrant backgrounds (Klassen, 2004b;Salili et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…And, differences regarding socio-economic status impacts educational goals and academic self-efficacy (Han et al, 2015) Moreover, intra-individual changes and personal development in adolescence occur in the family context as well as in other socialization contexts such as school and the peer group (see Bronfenbrenner, 1986;Phinney & Ong, 2007). Recent research has demonstrated that sources of academic self-efficacy related to these three different socialization contexts contribute differentially to academic self-efficacy; therefore, it seems valuable to take into consideration the differential relationship between academic self-efficacy and its sources in students with and without immigrant backgrounds (Gebauer et al, 2020). Consequently, this paper aims to examine the differential contributions of the sources of academic selfefficacy for students' academic self-efficacy in each socialization context, taking into consideration the diverse immigrant backgrounds of German seventh graders.…”

Section: Introductionmentioning

confidence: 99%

Cross-cultural differences in academic self-efficacy and its sources across socialization contexts

et al. 2021

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This study investigated how as reported by Bandura (Self-efficacy: The exercise of control Freeman, 1997) sources of self-efficacy differ across socialization contexts for German students with diverse immigrant backgrounds. We measured all four sources of academic self-efficacy in three socialization contexts for students of former Soviet Union and Turkish descent as well as without an immigrant background, assuming that we would find differences between these groups. Participants were 1217 seventh-grade students in Germany. Multigroup structural equation analyses with latent variables revealed the differential importance of socialization contexts for the relation between academic self-efficacy and its sources across groups. For students of former Soviet Union and Turkish descent, verbal or social persuasion is the strongest contributing factor for academic self-efficacy, whereas for students without an immigrant background, it is mastery experience. In the school context, significant relationships between sources of self-efficacy and academic self-efficacy could only be observed for students without an immigrant background. The results both support and refine Bandura’s social cognitive theory by showing that self-related constructs function differently in students with culturally diverse immigrant backgrounds.

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“…Support for the structuring of homework is likely to vary more between students, depending on how the home environment facilitates homework (Hong et al, 2009). Homework, therefore, places greater demands on students' selfmanagement skills (Dent and Koenka, 2016;Gebauer et al, 2019). Students who are successful in structuring their homework are found to have higher AEB (Putwain et al, 2013).…”

Section: Structuring Of Schoolworkmentioning

confidence: 99%

Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school

et al. 2021

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This cross-sectional study aimed to investigate how perceived social-emotional competencies (SECs), relationship skills, emotional regulation, and the ability to structure schoolwork at school and at home were associated with academic efficacy belief (AEB) and emotional distress among 1142 Norwegian eighth-grade students. The students answered an Internet-based questionnaire during school hours. Structural equation modeling was used to assess the paths of associations. In the structural model, AEB was treated as an intermediate variable predicted by the other SECs and as a predictor of emotional distress. Perceived relationship skills, emotional regulation, and the ability to structure schoolwork showed moderate to strong associations with AEB. AEB showed a strong association with emotional distress, whereas relationship skills and emotional regulation showed a moderately strong association with emotional distress. The results suggest that all SECs play a role in AEB, whereas high AEB, good perceived ability for emotional regulation, and relationship skills are linked to less emotional distress. Good perceived relationship skills, emotional regulation, and structuring of schoolwork were more strongly related to less emotional distress among females. Moreover, emotional regulation and structuring of schoolwork were more strongly associated with AEB for females. These findings may indicate that these SECs may be more essential to emotional well-being among female adolescent students.

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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

Cited by 29 publications

References 51 publications

Placement training and learning outcomes in social work education

Placement training and learning outcomes in social work education

Cross-cultural differences in academic self-efficacy and its sources across socialization contexts

Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school

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