The importance of self‐efficacy and educational aspirations for academic achievement in resource‐limited countries: Evidence from Ghana

Abstract

Introduction: Research on the influence of academic self-efficacy and educational aspirations on academic performance is underdeveloped in resource-limited countries. This study replicates and expands on earlier research that investigated a complex network of relationships between academic self-efficacy, educational aspirations, and academic performance. Methods: Data from 4282 adolescents in Ghana and path analysis were used to test the causal pathways, and path invariance analysis was used to assess the moderation role of gender. Instrumental variable techniques were used to validate the path models. Results: Increase in academic self-efficacy indirectly accounts for improvement in academic performance through the mediational role of educational aspirations. The effects of self-efficacy on educational aspirations, and educational aspirations were stronger for boys than for girls. Conclusions: These findings suggest that in resource-limited countries where the financial burden of schooling tends to be a demotivating factor, interventions that target adolescents' academic self-efficacy may be an effective means to boost educational aspirations and academic performance. Interventions should be tailored to meet the needs of all students so that all children can think of school as an important part of their lives and aspire to achieve, now and in the future.Students' academic performance is an important determinant of their educational success and progression. Students with low grades are more likely to drop out of school (Gyan, Mabefam, & Baffoe, 2014; Organisation for Economic Co-operation and Development [OECD], 2016). Conversely, students with high grades are more likely to progress to higher levels of education, thereby increasing their prospects for a meaningful livelihood. What influences academic performance? Across the globe, research indicates that multiple factors affect academic performance (

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