Reciprocal effects between self-efficacy and achievement in mathematics and reading

By Christian Schöber, Kerstin Schütte, Olaf Köller, Nele McElvany, Miriam M. Gebauer. 2018

119 citations recorded by the source corpus.

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.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/eeff043965864c8e4d677658e1d5e07ba82119f1