Academic Self-Concept and Self-Efficacy: How Different Are They Really?

By M. Bong, Einar M. Skaalvik. 2003

2,137 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/043db458a4261b55b2d0a0d0b99d78be72bd81b4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Contextual Factors Related to Math Anxiety in Second-Grade Children (2014, background): “Researchers in the fields of math self-efficacy and self-concept report a strong relation between the two variables (Bong & Skaalvik, 2003; Zimmerman, 2000), with evidence suggesting that math self-efficacy is a stronger predictor of math performance and attitudes than self-concept (Pajares &…”
Parental Involvement in Math Homework: Links to Children’s Performance and Motivation (2019, methodology): “…(Marsh et al., 2015; Valentine, DuBois, & Cooper, 2004); thus, in this study, we use the term math self-concept to refer to a collection of self-perceived beliefs and attitudes about one’s own abilities and competences in math (Bong & Skaalvik, 2003; Chiu & Klassen, 2010; Marsh et al., 2015).”
Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance (2010, background): “efficacy in at least two major ways (Bong and Skaalvik 2003).”
Understanding academic confidence (2006, background): “The similarities and differences between academic self-concept and academic self-efficacy are considered in detail by Bong and Skaalvik (2003). This analysis is returned to later in this paper to contrast academic self-confidence, self-esteem and ABC (see Table 1).”
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment (2006, background): “…suggest that these motivational constructs are organized in a domain-speciWc manner (e.g., AbuHilal & Bahri, 2000; Bong, 1998, 2001; Marsh, 1984, 1986, 1993; Marsh & Yeung, 1996; Möller & Köller, 2001; Stevenson & Newman, 1986; see Bong & Skaalvik, 2003 for academic self-concept and self-eYcacy).”
Exploring the validity of a teachers’ self-efficacy scale in five countries (2009, background): “Whereas self-concept reflects an assessment of skill and ability, and is formed through social and self-comparisons, self-efficacy is a judgment of capability to perform a particular task (Bong, 2006; Bong & Skaalvik, 2003; Pajares, 1996).”
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students (2012, background): “For example, self-efficacy may vary between tasks, even within a domain (Bong & Skaalvik, 2003 ).”
The key to successful achievement as an undergraduate student: confidence and realistic expectations? (2013, background): “Although related, there are subtle differences between them (Bong and Skaalvik 2003 ).”
Testing a developmental–ecological model of student engagement: a multilevel latent growth curve analysis (2009, background): “Although there is a proposed benefit to studying components of self-concept individually (Bong & Skaalvik, 2003), an additional important next step is to investigate the relative impact of self-concept on student engagement considering a variety of individual-level and school-level data in the…”
The Effect of Mathematics Self-Efficacy on Mathematics Achievement of High School Students (2009, background): “Researchers have indicated that higher self-efficacy is predictive of higher performance (Bong & Skaalvik, 2003).”
Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation (2009, neutral): “To be sure, the present methodological approach may blur these conceptual lines, but the focus of this study was on sources of self-efficacy beliefs, which themselves likely undergird higher-order self-concept beliefs (see Bong & Skaalvik, 2003).”