Generality of Academic Self-Efficacy Judgments : Evidence of Hierarchical Relations

The generality of academic self-efficacy judgments was examined among 588 high school students. Students rated their confidence for solving 42 problems in English, Spanish, U.S. history, algebra, geometry, and chemistry. Confirmatory factor analyses showed that students' efficacy perceptions prevailed beyond the boundaries of specific problems. The Ist-order model with a separate self-efficacy factor for each school subject displayed the best fit. Verbal and Quantitative Academic Self-Efficacy illustrated the relations among the Ist-order factors better than General Academic Self-Efficacy. The generality of academic self-efficacy partly depended on the degree of perceived similarity among tasks. When asked to rate their efficacy toward 8 pairs of isomorphic algebra and physics problems, students reported more comparable strengths of self-efficacy as they perceived greater similarity between the problems.

[1]  Barbara M. Byrne,et al.  A Multifaceted Academic Self-Concept: Its Hierarchical Structure and Its Relation to Academic Achievement. , 1988 .

[2]  Frank M. Pajares,et al.  Self-Efficacy Beliefs in Academic Settings , 1996 .

[3]  B. Zimmerman,et al.  Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting , 1992, American Educational Research Journal.

[4]  Walter P. Vispoel.  Self-concept in artistic domains: An extension of the Shavelson, Hubner, and Stanton (1976) model. , 1995 .

[5]  D. Schunk,et al.  Risk Taking: Theoretical, Empirical, and Educational Considerations , 1991 .

[6]  Raymond L. Debus,et al.  Subject-specific components of academic self-concept and self-efficacy , 1991 .

[7]  D. Schunk.  Ability Versus Effort Attributional Feedback: Differential Effects on Self-Efficacy and Achievement , 1983 .

[8]  Duane F. Shell,et al.  Self-Efficacy and Outcome Expectancy Mechanisms in Reading and Writing Achievement. , 1989 .

[9]  Keith J. Holyoak,et al.  The cognitive basis of knowledge transfer. , 1987 .

[10]  K. Holyoak,et al.  Interdomain Transfer Between Isomorphic Topics in Algebra and Physics , 1989 .

[11]  A Bandura,et al.  Cognitive processes mediating behavioral change. , 1977, Journal of personality and social psychology.

[12]  Barry J. Zimmerman,et al.  Effects of model persistence and statements of confidence on children's self-efficacy and problem solving. , 1981 .

[13]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[14]  Dale H. Schunk,et al.  Effects of Effort Attributional Feedback on Children's Perceived Self-Efficacy and Achievement , 1982 .

[15]  B. Zimmerman.  Self-efficacy and educational development , 1995 .

[16]  Frank M. Pajares,et al.  Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. , 1995 .

[17]  B. Zimmerman,et al.  Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. , 1990 .

[18]  Peter M. Bentler,et al.  EQS : structural equations program manual , 1989 .

[19]  A. Bandura.  Perceived Self-Efficacy in Cognitive Development and Functioning , 1993, Educational Psychologist.

[20]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychology Review.

[21]  Dale H. Schunk,et al.  Self-efficacy and achievement behaviors , 1989 .

[22]  G. Salomon.  Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. , 1984 .

[23]  Frank Pajares,et al.  Assessing Self-Efficacy Beliefs and Academic Outcomes: The Case for Specificity and Correspondence. , 1996 .

[24]  B. Byrne,et al.  On the Structure of Adolescent Self-Concept. , 1986 .

[25]  Richard J. Shavelson,et al.  Self-Concept: Its Multifaceted, Hierarchical Structure , 1985 .

[26]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[27]  Herbert W. Marsh,et al.  The Structure of Academic Self-Concept: The Marsh/Shavelson Model. , 1990 .

[28]  H. Marsh,et al.  Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. , 1985 .

[29]  D. Schunk.  Try Harder? Motivational Effects of Effort Attributional Feedback. ERIC Digest. , 2003 .

[30]  Jacquelynne S. Eccles,et al.  Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics , 1990 .

[31]  Anthony S. Bryk,et al.  Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .

[32]  A. Bandura,et al.  Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. , 1981 .

[33]  Karl G. Jöreskog,et al.  LISREL 7: A guide to the program and applications , 1988 .