Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning

Abstract

This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contributed to scholastic achievement both independently and by promoting high academic aspirations and prosocial behavior and reducing vulnerability to feelings of futility and depression. Children's perceived social efficacy and efficacy to manage peer pressure for detrimental conduct also contributed to academic attainments but through partially different paths of affective and self-regulatory influence. The impact of perceived social efficacy was mediated through academic aspirations and a low level of depression. Perceived self-regulatory efficacy was related to academic achievement both directly and through adherence to moral self-sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linked to children's academic achievement only indirectly through its effects on parental aspirations and children's prosocialness. The full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.

Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

“…Contrariamente a lo esperado, los estudiantes con elevadas expectativas de autoefi cacia no mostraron un mayor bienestar emocional. Este resultado discrepa con los obtenidos en estudios anteriores, en los que se destaca que la autoefi cacia académica se puede considerar un factor de protección que disminuye el riesgo de problemas emocionales (Bandura, 1997;Bandura et al, 1996;Contreras et al, 2005;Galicia-Moyeda et al, 2013). El que no se haya podido identifi car la capacidad predictiva sobre la estabilidad emocional puede relacionarse con la etapa en la que se ha llevado a cabo el estudio.…”

“…Actualmente existen estudios que indican que las creencias de autoefi cacia académica de los estudiantes han demostrado ser predictores de la motivación y el logro académico (Bandura et al, 1996;Britner y Pajares, 2006;Caprara et al, 2011;Multon, Brown y Lent, 1991;Pajares y Schunk, 2001;Scherer, 2013). Sin embargo, apenas existen estudios concluyentes en los que se analice el carácter predictivo de la autoefi cacia sobre el autoconcepto.…”

“…La autoefi cacia académica resultará ser un predictor positivo del autoconcepto con respecto a las subescalas de Sinceridad/Veracidad y Estabilidad Emocional, de acuerdo con estudios previos que vinculaban las expectativas de autoefi cacia con el bienestar emocional (Bandura et al, 1996;Bandura et al, 1999;Contreras et al, 2005;Galicia-Moyeda et al, 2013). …”

“…Específi camente, los trabajos centrados en el ámbito académico concluyen que elevadas expectativas de autoefi cacia constituyen un elemento protector que aumenta la motivación y el logro académico (Bandura, Barbaranelli, Caprara y Pastorelli, 1996;Bandura y Locke, 2003;Caprara, Vecchione, Alessandri, Gerbino y Barbaranelli, 2011;Contreras, Espinosa, Esguerra, Haikal, Polaina y Rodríguez, 2005; Galicia-Moyeda, Sánchez-Velasco y Robles-Ojeda, 2013;Pajares, 2001;Paoloni y Bonetto, 2013;Peetsma, Hascher, Van Der Veen y Roede, 2005;Schunk, 1991) y disminuye los problemas emocionales así como el riesgo de problemas de comportamiento y conductas antisociales (Bandura, Pastorelli, Barbaranelli y Caprara, 1999;Galicia-Moyeda et al, 2013;Pajares y Schunk, 2001).…”

Who Do You Say You Are: Relationships and Faith in Catholic Schools

“…Students become motivated and engaged when offered challenges that are attainable, provide an opportunity for autonomy and feelings of self-efficacy, and are adequately supported (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996). Caring for students is the most important characteristic of culturally responsive teachers, and caring takes "the form of teacher attitudes, expectations, and behaviors about students' human value, intellectual capability, and performance responsibilities" (Gay, 2000, p. 45).…”