Attainment-aspiration gap in students with a migration background. The role of self-efficacy.

Autor/inn/en	Ferdinand, Hanna D.; McElvany, Nele; Gebauer, Miriam M.; Bos, Wilfried; Huelmann, Thorben; Köller, Olaf; Schöber, Christian
Titel	Attainment-aspiration gap in students with a migration background. The role of self-efficacy.
Quelle	In: Learning and individual differences, (2018) 65, S. 159-166Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2)
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2018.05.002
Schlagwörter	Bildungserfolg; Bildungserwartung; Selbstwahrnehmung; Selbstwirksamkeit; Erwartungshaltung; Bildungsbiografie; Familiensituation; Herkunftsfamilie; Schuljahr 07; Lesekompetenz; Mathematische Kompetenz; Migrationshintergrund; Berufslaufbahn; Akademiker; Akademikerin; Familienstand; Herkunftsland
Abstract	Academic aspirations are important for academic success. Students with migration backgrounds tend to report high academic aspirations despite low success in school, a phenomenon known as the attainment-aspiration gap. This paper investigates whether the self-perception of ability (here, academic self-efficacy) can explain aspirations better than actual attainment in students with migration backgrounds. Data from 380 seventh-grade students enrolled in German schools showed background-specific patterns in multigroup structural equation analyses: In students without migration backgrounds, attainment and self-efficacy both predicted academic aspirations. In students with migration backgrounds, attainment in reading and mathematics did not predict aspirations, whereas academic self-efficacy did. Furthermore, a differential pattern of results for family background variables emerged across students depending on their familial countries of origin. As aspirations can influence behavior and facilitate academic and employment-related success, understanding factors that lead to their formation in students from diverse backgrounds is important for research and practice (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1