Open AccessCultural capital and students’ achievement: The mediating role of self-efficacy
Author(s) -
Mladen Radulović,
Dragan Vesić,
Dušica Malinić
Publication year - 2020
Publication title -
sociologija
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.174
H-Index - 8
eISSN - 2406-0712
pISSN - 0038-0318
DOI - 10.2298/soc2002255r
Subject(s) - mediation , self efficacy , psychology , context (archaeology) , cultural capital , formative assessment , social psychology , curriculum , academic achievement , need for achievement , capital (architecture) , mathematics education , pedagogy , sociology , social science , geography , archaeology
In this research we set out to determine whether the effect of cultural capital on students? achievement is mediated by self-efficacy. Furthermore, we wanted to determine whether, in the context of this psychological factor, cultural capital maintains a direct effect on students? achievement. The stratified quota sample consisted of 575 eighth grade students from 30 primary schools on the territory of the Republic of Serbia. Mediation effect of self-efficacy was analysed in simple mediation model where cultural capital was predictor variable and achievement criteria. It was found that cultural capital in context of self-efficacy directly contributes to students? achievement (?=.23). Its indirect effect through students? sense of self-efficacy was also recognized (?=.12). The paper also presents the implications of our findings for educational policies and school practices. We discussed the need for revision of curriculum and the importance of formative assessment with special attention to providing a feedback that has positive effect on students? self-efficacy.