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

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 1 ) and N  = 1373 (t 2 ) 7th-grade students. We simultaneously differe...

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Bibliographic Details
Published inSocial psychology of education Vol. 23; no. 2; pp. 339 - 358
Main Authors Gebauer, Miriam M., McElvany, Nele, Bos, Wilfried, Köller, Olaf, Schöber, Christian
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.04.2020
Springer
Springer Nature B.V
Subjects
Confirmatory factor analysis
Context Effect
Education
Educational Environment
Educational psychology
Family Environment
Grade 7
Investigations
Junior high school students
Peer Influence
Peers
Personality and Social Psychology
Physiological aspects
Secondary School Students
Self Efficacy
Social aspects
Socialization
Socioeconomic status
Sociology of Education
Structural equation modeling
Structural models
Socialization contexts
Sources of self-efficacy
Students’ academic self-efficacy
Social-cognitive theory
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Summary: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 1 ) and N  = 1373 (t 2 ) 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 1 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.
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-019-09535-0