The Influence of Self-Efficacy Beliefs in the Academic Performance of Latina/o Students in the United States: A Systematic Literature Review

Autor/inn/en	Manzano-Sanchez, Harold; Outley, Corliss; Gonzalez, Jorge E.; Matarrita-Cascante, David
Titel	The Influence of Self-Efficacy Beliefs in the Academic Performance of Latina/o Students in the United States: A Systematic Literature Review
Quelle	In: Hispanic Journal of Behavioral Sciences, 40 (2018) 2, S.176-209 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986318761323
Schlagwörter	Self Efficacy; Beliefs; Academic Achievement; Hispanic American Students; Correlation; Mexican Americans; Elementary School Students; Middle School Students; High School Students; College Students; Case Studies; Grade Point Average; Predictor Variables; Two Year College Students; Literature Reviews; Research Methodology + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Korrelation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Collegestudent; Case study; Fallstudie; Case Study; Prädiktor; Research method; Forschungsmethode
Abstract	This review had three aims: (a) examine the relationship between self-efficacy (SE) and academic performance (AP) in Latina/o students, (b) identify the types of measures of SE and AP that have been used, and (c) identify the differences between global and specific measures of SE in predicting academic performance in Latina/o students. Twenty-seven articles were included in the analysis. Major findings included the following: (a) significant and positive relationship between self-efficacy and academic performance in Latina/o students, at all educational levels, and through different types of measurements of self-efficacy and academic performance; (b) particular performance domains or content, or task-specific variables, were more favorable in the examination of the relationship between self-efficacy and academic performance than global domains; (c) Latina/o is not a homogeneous group; therefore, acculturation process, immigration status, family' experience on higher education, affective variables, and parents' and teachers' support were also factors that significantly correlated with Latina/os' academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01