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The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis

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  • Huy P. Phan

Abstract

Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement. Despite this emphasis, very few, if any, research has explored the impact of the 4 sources of information on self-efficacy from a developmental perspective. The author used latent growth modeling to explore the impact of the 4 sources of information on self-efficacy over 4 occasions. This methodological approach, similar to recent studies (Caprara et al., 2008), is significant, as it allowed the author to trace the developmental trajectories of elementary school children's self-efficacy beliefs in English and mathematics over time. Three hundred and thirty-nine 3rd- and 4th-grade students (147 girls, 192 boys) took part in this study. Two Likert-type inventories were administered and the data collected were analyzed with the statistical software SPSS AMOS 18. Causal modeling analyses indicated that children's self-efficacy for English and mathematics learning increased over time. Furthermore, of the 4 informational sources, enactive performance accomplishments associated closely with the growth of change of English and mathematics self-efficacy beliefs. Children's emotional states also associated negatively with the growth of change of mathematics self-efficacy. Enactive performance accomplishments and verbal persuasion associated positively with the initial levels of English and mathematics self-efficacy. Finally, the results provide methodological support for the psychometric properties of the inventories used.

Suggested Citation

  • Huy P. Phan, 2012. "The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(3), pages 196-209, April.
  • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:3:p:196-209
    DOI: 10.1080/00220671.2011.552132
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    Cited by:

    1. Celalettin Özden & Murat Tezer, 2018. "The Effect of Coding Teaching on Students’ Self-Efficacy Perceptions of Technology and Design Courses," Sustainability, MDPI, vol. 10(10), pages 1-29, October.
    2. M. Waleed Shehzad & Mohd Hilmi bin Hamzah & Rafizah Mohd Rawian, 2018. "The Relationship of Self-efficacy Sources and Metacognitive Reading Strategies: Mediating Role of Reading Self-efficacy Beliefs," Pakistan Journal of Humanities and Social Sciences, International Research Alliance for Sustainable Development (iRASD), vol. 6(1), pages :99-120, March.
    3. Arnoud Oude Groote Beverborg & Peter J. C. Sleegers & Maaike D. Endedijk & Klaas Van Veen, 2015. "Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?," Societies, MDPI, vol. 5(1), pages 1-33, March.

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