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

Autor/inn/en	Schöber, Christian; Schütte, Kerstin; Köller, Olaf; McElvany, Nele; Gebauer, Miriam M.
Titel	Reciprocal effects between self-efficacy and achievement in mathematics and reading.
Quelle	In: Learning and individual differences, (2018) 63, S. 1-11Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei 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.2018.01.008
Schlagwörter	Bildungserfolg; Bildungserwartung; Selbstwahrnehmung; Selbstwirksamkeit; Erwartungshaltung; Bildungsbiografie; Akademiker; Akademikerin; Berufslaufbahn; Mathematikunterricht; Reziprozität; Selbstwirksamkeit; Lesekompetenz; Sekundarstufe II; Lesekompetenz; Mathematikunterricht; Mathematische Kompetenz; Berufslaufbahn; Akademiker; Akademikerin; Reziprozität
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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1