Abstract 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.
Reciprocal effects between self-efficacy and achievement in mathematics and reading
Christian Schöber,Kerstin Schütte,O. Köller,N. McElvany,Miriam M. Gebauer
Published 2018 in Learning and Individual Differences
ABSTRACT
PUBLICATION RECORD
- Publication year
2018
- Venue
Learning and Individual Differences
- Publication date
2018-04-01
- Fields of study
Mathematics, Education, Psychology
- Identifiers
- External record
- Source metadata
Semantic Scholar
CITATION MAP
EXTRACTION MAP
CLAIMS
- No claims are published for this paper.
CONCEPTS
- No concepts are published for this paper.
REFERENCES
Showing 1-57 of 57 references · Page 1 of 1