Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/10342
Title: | The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis | Contributor(s): | Phan, Huy (author) | Publication Date: | 2012 | DOI: | 10.1080/00220671.2011.552132 | Handle Link: | https://hdl.handle.net/1959.11/10342 | Abstract: | Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement. Despite this emphasis, very few, if any, research has explored the impact of the 4 sources of information on self-efficacy from a developmental perspective. The author used latent growth modeling to explore the impact of the 4 sources of information on self-efficacy over 4 occasions. This methodological approach, similar to recent studies (Caprara et al., 2008) is significant, as it allowed the author to trace the developmental trajectories of elementary school children's self-efficacy beliefs in English and mathematics over time. Three hundred and thirty-nine 3rd- and 4th-grade students (147 girls, 192 boys) took part in this study. Two Likert-type inventories were administered and the data collected were analyzed with the statistical software SPSS AMOS 18. Causal modeling analyses indicated that children's self-efficacy for English and mathematics learning increased over time. Furthermore, of the 4 informational sources, enactive performance accomplishments associated closely with the growth of change of English and mathematics self-efficacy beliefs. Children's emotional states also associated negatively with the growth of change of mathematics self-efficacy. Enactive performance accomplishments and verbal persuasion associated positively with the initial levels of English and mathematics self-efficacy. Finally, the results provide methodological support for the psychometric properties of the inventories used. | Publication Type: | Journal Article | Source of Publication: | The Journal of Educational Research, 105(3), p. 196-209 | Publisher: | Routledge | Place of Publication: | United States of America | ISSN: | 1940-0675 0022-0671 |
Fields of Research (FoR) 2008: | 170103 Educational Psychology 139999 Education not elsewhere classified 130105 Primary Education (excl Maori) |
Fields of Research (FoR) 2020: | 520102 Educational psychology 399999 Other education not elsewhere classified 390304 Primary education |
Socio-Economic Objective (SEO) 2008: | 930102 Learner and Learning Processes 930101 Learner and Learning Achievement 930103 Learner Development |
Socio-Economic Objective (SEO) 2020: | 160101 Early childhood education | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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