Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

Autor/inn/en	Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy
Titel	Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement
Quelle	In: School Psychology Quarterly, 30 (2015) 1, S.64-74 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000056
Schlagwörter	Self Efficacy; School Psychology; Academic Achievement; Questionnaires; Goal Orientation; Organizational Culture; Mediation Theory; Achievement Need; Predictor Variables; Sampling; Statistical Inference; Grade 9; Grade 10; Likert Scales; Correlation; Foreign Countries; Statistical Analysis; Norway + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulpsychologie; Schulleistung; Fragebogen; Zielorientierung; Zielvorstellung; Unternehmenskultur; Mediationsverfahren; Prädiktor; Inferential statistics; Schließende Statistik; School year 09; 9. Schuljahr; Schuljahr 09; Likert-Skala; Korrelation; Ausland; Statistische Analyse; Norwegen
Abstract	This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01