What shapes academic self-efficacy?

Macakova, V. and Wood, C. ORCID: 0000-0003-1492-6501, 2021. What shapes academic self-efficacy? In: M. Khine and T. Nielsen, eds., Academic self-efficacy - precursors and effects in education: nature, assessment, and research. Springer. (Forthcoming)

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Abstract

Self-efficacy has long been considered a predictor of academic achievement as well as other learned skills. But we know little about what factors influence self-efficacy itself, and whether these other factors can impact self-efficacy’s relationship with academic achievement. In this chapter we review the evidence relating to three factors that have the potential to influence the strength of the relationship that exists between academic self-efficacy and academic achievement: mindset, basic psychological needs satisfaction, and other possible factors. We will consider the evidence in relation to both child and adult learners and argue that academic self-efficacy is a belief influenced by factors associated with not just prior experiences of learning but also home-based relationships, and psychological security.

Item Type:	Chapter in book
Creators:	Macakova, V. and Wood, C.
Publisher:	Springer
Date:	23 March 2021
Identifiers:	Number Type 1427290 Other
Divisions:	Schools > School of Social Sciences
Record created by:	Linda Sullivan
Date Added:	30 Mar 2021 08:06
Last Modified:	31 May 2021 15:05
URI:	https://irep.ntu.ac.uk/id/eprint/42637

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