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Multifaceted Impact of Self‐Efficacy Beliefs on Academic Functioning
Author(s) -
Bandura Albert,
Barbaranelli Claudio,
Caprara Gian Vittorio,
Pastorelli Concetta
Publication year - 1996
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1996.tb01791.x
Subject(s) - psychology , academic achievement , prosocial behavior , self efficacy , psychosocial , developmental psychology , feeling , socioeconomic status , affect (linguistics) , social psychology , population , demography , communication , psychiatry , sociology
This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contributed to scholastic achievement both independently and by promoting high academic aspirations and prosocial behavior and reducing vulnerability to feelings of futility and depression. Children's perceived social efficacy and efficacy to manage peer pressure for detrimental conduct also contributed to academic attainments but through partially different paths of affective and self‐regulatory influence. The impact of perceived social efficacy was mediated through academic aspirations and a low level of depression. Perceived self‐regulatory efficacy was related to academic achievement both directly and through adherence to moral self‐sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linked to children's academic achievement only indirectly through its effects on parental aspirations and children's prosocialness. The full set of self‐efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.