Literaturnachweis - Detailanzeige
| Autor/inn/en | Carroll, Annemaree; Houghton, Stephen; Wood, Robert; Unsworth, Kerrie; Hattie, John; Gordon, Lisa; Bower, Julie |
|---|---|
| Titel | Self-Efficacy and Academic Achievement in Australian High School Students: The Mediating Effects of Academic Aspirations and Delinquency |
| Quelle | In: Journal of Adolescence, 32 (2009) 4, S.797-817 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0140-1971 |
| DOI | 10.1016/j.adolescence.2008.10.009 |
| Schlagwörter | Delinquency; Structural Equation Models; Self Efficacy; Academic Achievement; Academic Aspiration; Measures (Individuals); High School Students; Foreign Countries; Grades (Scholastic); Metacognition; Self Concept; Australia |
| Abstract | Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11-18 years from ten schools in two Australian cities. The "Children's Self-Efficacy Scale, Adapted Self-Report Delinquency Scale (Revised)", and "Children's Academic Aspirations Scale" were administered to participants prior to academic achievement being assessed using mid-year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self-regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement; however, the relationship between academic aspiration and academic achievement was not significant in the final model. (Contains 3 figures and 1 table.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
