Journal
LEARNING AND INDIVIDUAL DIFFERENCES
Volume 63, Issue -, Pages 1-11Publisher
ELSEVIER
DOI: 10.1016/j.lindif.2018.01.008
Keywords
Self-enhancement; Skill development; Migration background; Self-beliefs
Categories
Funding
- German Federal Ministry of Education and Research (BMBF) [01JC1118A, 01JC1118B]
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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.
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