Reciprocal effects between self-efficacy and achievement in mathematics and reading

• Published in: Learning and individual differences Vol. 63; pp. 1 - 11
• Main Authors: Schöber, Christian, Schütte, Kerstin, Köller, Olaf, McElvany, Nele, Gebauer, Miriam M.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.04.2018
• Subjects: Migration background; Self-beliefs; Self-enhancement; Skill development; Self-enhancement; Migration background; Skill development; Self-beliefs
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2018.01.008

Academic self-efficacy is widely accepted as being both the cause and effect of academic achievement. However, empirical research using longitudinal data and domain-specific assessments is scarce and seems to be completely absent in domains other than mathematics. We drew on a sample of N = 1597 secondary school students in Germany and 2 measurement occasions within 1 school year to test for reciprocal effects between self-efficacy and achievement in the domains of mathematics and reading. Despite high stabilities of achievement and self-efficacy, structural equation modeling revealed positive effects of mathematics self-efficacy on later mathematics achievement and of reading achievement on later reading self-efficacy. Evidence for reciprocal effects resulted in the domain of reading from separately considering students with and without a migration background in multiple group models. The findings highlight the necessity of early interventions and a domain-specific approach. •Mathematics self-efficacy had positive effects on later mathematics achievement.•Reading achievement had positive effects on later reading self-efficacy.•Results were invariant across students with or without a migration background.