Authors: Gebauer, Miriam Marleen
McElvany, Nele
Köller, Olaf
Schöber, Christian
Title: Cross-cultural differences in academic self-efficacy and its sources across socialization contexts
Language (ISO): en
Abstract: This study investigated how as reported by Bandura (Self-efficacy: The exercise of control Freeman, 1997) sources of self-efficacy differ across socialization contexts for German students with diverse immigrant backgrounds. We measured all four sources of academic self-efficacy in three socialization contexts for students of former Soviet Union and Turkish descent as well as without an immigrant background, assuming that we would find differences between these groups. Participants were 1217 seventh-grade students in Germany. Multigroup structural equation analyses with latent variables revealed the differential importance of socialization contexts for the relation between academic self-efficacy and its sources across groups. For students of former Soviet Union and Turkish descent, verbal or social persuasion is the strongest contributing factor for academic self-efficacy, whereas for students without an immigrant background, it is mastery experience. In the school context, significant relationships between sources of self-efficacy and academic self-efficacy could only be observed for students without an immigrant background. The results both support and refine Bandura’s social cognitive theory by showing that self-related constructs function differently in students with culturally diverse immigrant backgrounds.
Subject Headings: Immigrant backgrounds
Socialization contexts
Sources of self-efficacy
Student academic self-efficacy
Social cognitive theory
Subject Headings (RSWK): Migrationshintergrund
Selbstwirksamkeit |
Sozialisation |
Sozial-kognitive Lerntheorie |
Issue Date: 2021-09-02
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Appears in Collections:Institut für Schulentwicklungsforschung

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