Self-efficacy and successful school-to-work transition: A longitudinal study

A successful school-to-work transition is a precursor of promising career development. In the present longitudinal study we investigated whether academic self-efficacy beliefs and grades in school at the ages of 12-15 would be associated with unemployment and job satisfaction at the age of 21. We found that individuals with high self-efficacy beliefs and better grades were less likely to become unemployed and more likely to be satisfied with their jobs. The relationship between high self-efficacy and unemployment was mediated by higher career-related motivation and by less perceived application stress, measured at the time of vocational training at the age of 18. The relationship between self-efficacy and job satisfaction was primarily mediated by higher vocational congruence and less application stress. We conclude that school-based interventions targeted at increasing academic capabilities and self-efficacy would help prepare adolescents for a successful school-to-work transition.     

父母自主支持、心理控制与初中生创意自我效能的关系:学业情绪的中介作用

为了探索父母自主支持、心理控制与初中生创意自我效能的关系,以及学业情绪的中介作用,采用整群抽样法,使用父母自主支持问卷、父母心理控制问卷、学生创意自我效能量表和青少年学业情绪问卷,对512名初中生进行调查。结果表明：（1）初中生低唤醒的学业情绪——放松和厌倦在父母自主支持和创意自我效能之间的中介作用显著;初中生高唤醒的学业情绪——高兴和焦虑在父母自主支持和创意自我效能之间的中介作用不显著;（2）四种学业情绪（高兴、放松、焦虑和厌倦）在父母心理控制和初中生创意自我效能之间的中介作用不显著。研究结果说明充分的父母自主支持能增加初中生的积极学业情绪,进而提升其创意自我效能。     

初中生英语学业成绩影响因素的因果模型

采用英语自我效能、英语学习焦虑、英语学习策略问卷,测量研究213名初中生英语自我效能、英语学习焦虑、英语学习策略与英语学业成绩之因果关系模型。结果表明：（1）初中女生英语学习焦虑显著低于男生;（2）初中生性别、自我效能、活用策略对英语学业成绩有显著回归效应,自我效能是性别影响英语学业成绩的中介变量;（3）初中生英语自我效能与学习策略构成因果-反馈关系且对英语学业成绩有显著回归效应;（4）初中生英语自我效能是英语学习焦虑对英语学业成绩产生消极效应的中介变量．并与英语学习焦虑构成因果-反馈关系;（5）初中生英语学习策略与英语自我效能共同对英语学习焦虑构成多级链式因果-反馈关系。     

Differences between African American and European American first-year college students in the relationship between self-efficacy, outcome expectations, and academic achievement

First-year African American and European American college students were surveyed to examine ethnic differences in how their social cognitive beliefs (self-efficacy and outcome expectations) influenced their academic achievement. It was hypothesized that outcome expectations may better explain academic achievement for African Americans due to the fact that they may perceive that external factors such as discrimination may influence their academic outcomes. Because European Americans are less likely to anticipate discrimination, they are more likely to believe that their outcomes would be the result of their own behavior. Higher levels of self-efficacy were related to better academic achievement for both ethnic groups. However, African Americans with negative outcome expectations (e.g. my education will not lead to a well paying job) had better achievement than those with more positive outcome expectations. This pattern was not found for European Americans. Potential explanations for the relationship between outcome expectations and academic achievement for African Americans such as racial socialization for preparation for bias are discussed and implications for interventions are addressed.     

中学生自我概念、学业归因与学业成绩关系的研究

该研究采用问卷法探讨中学生自我概念、学业归因与学业成绩的关系,并分别对初中生和高中生建立了因果关系模型。两模型区别在于：（1）学业成绩对初中生自我概念的影响大于对高中生的;（2）高中生学业自我概念受内部控制、非学业自我概念受未知方控制直接影响。研究还表明：（1）初中生的学业自我概念显著高于高中生的;（2）学业自我概念、一般自我概念与学业成绩高低一致;（3）内部控制源与有势力的他人控制源显著相关。     

初中生心理资本与学业成就的关系:自我控制的中介效应与感恩的调节效应

该研究探讨了初中生心理资本与学业成就的关系,并提出一个有调节的中介模型,考察自我控制的中介效应和感恩对该效应的调节效应。研究采用问卷调查的方式,对1208名初中生进行了研究,研究工具包括心理资本量表、学业成就问卷、自我控制量表、感恩量表。结果表明：（1）心理资本既可以直接预测初中生的学业成就,也可以通过自我控制间接预测学业成就,即自我控制在心理资本与学业成就间起部分中介作用。（2）心理资本通过自我控制对初中生的学业成就所起的间接效应受感恩的调节,且这种间接效应在高感恩水平的初中生中更显著。研究的发现对提高初中生的学业成就具有重要的理论和参考价值。     

The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study

Background. The personal determinants of academic achievement and success have captured the attention of many scholars for the last decades. Among other factors, personality traits and self‐efficacy beliefs have proved to be important predictors of academic achievement. Aims. The present study examines the unique contribution and the pathways through which traits (i.e., openness and conscientiousness) and academic self‐efficacy beliefs are conducive to academic achievement at the end of junior and senior high school. Sample. Participants were 412 Italian students, 196 boys and 216 girls, ranging in age from 13 to 19 years. Methods. The hypothesized relations among the variables were tested within the framework of structural equation model. Results and conclusions. Openness and academic self‐efficacy at the age of 13 contributed to junior high‐school grades, after controlling for socio‐economic status (SES). Junior high‐school grades contribute to academic self‐efficacy beliefs at the age of 16, which in turn contributed to high‐school grades, over and above the effects of SES and prior academic achievement. In accordance with the posited hypothesis, academic self‐efficacy beliefs partially mediated the contribution of traits to later academic achievement. In particular, conscientiousness at the age of 13 affected high‐school grades indirectly, through its effect on academic self‐efficacy beliefs at the age of 16. These findings have broad implications for interventions aimed to enhance children's academic pursuits. Whereas personality traits represent stable individual characteristics that mostly derive from individual genetic endowment, social cognitive theory provides guidelines for enhancing students’ efficacy to regulate their learning activities.     

中学生学习策略运用、学习效能感、学习坚持性与学业成就关系的研究

本研究随机选取初一、初二、高一、高二年级共442人为被试,采用协方差结构模型考察了中学生学习策略运用、学习效能感、学习坚持性与学业成就之间的关系。研究结果表明：(1)学习策略运用、学习效能感、学习坚持性与学业成就之间都存在显著的正相关;(2)学习策略运用、学习效能感直接影响学生的学业成就,学习坚持性则通过影响学生学习策略的运用间接影响学业成就,学习效能感与学习坚持性二者相互影响;(3)学习策略运用、学习效能感、学习坚持性对学业成就的影响效应依次为,学习效能感最大,学习策略运用其次,学习坚持性再次。     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

成就目标定向在学业自我概念与学业成绩关系中的调节作用:基于内/外参照模型

为了探究成就目标定向在学业自我概念与学业成绩关系中的调节作用,采用语文学业自我概念量表、数学学业自我概念量表和成就目标定向量表对1515名初中生进行测查。结果显示：(1)初中生语文-数学学业自我概念建构过程符合内/外参照模型(Internal/External Frame of Reference Model, I/EM);(2)掌握回避对I/EM的维度比较路径存在调节作用,掌握回避得分越高越易受维度比较效应的影响,该现象对于语文成绩和数学成绩相对差的学生更明显;(3)成绩回避对I/EM的社会比较路径存在调节作用,成绩回避得分越高越不易受社会比较效应的影响,该现象对于语文成绩和数学成绩相对好的学生更明显。本研究揭示了持有不同成就目标定向的初中生在学业自我概念建构过程中的差异,对引导初中生建构积极学业自我概念具有重要启示。     

初中生社会比较在成就目标与学业自我效能感之间的中介效应

采用成就目标定向、社会比较和学业自我效能感三个量表,以724名初中生为被试,对社会比较在成就目标与学业自我效能感之间的中介作用进行了考察。结果表明：（1）除对学习能力自我效能感产生直接影响外,掌握接近目标会通过上行比较、成绩接近目标会通过上行/下行比较间接地影响学习能力自我效能感;（2）掌握接近目标、成绩接近目标和成绩回避目标不仅会对学习行为自我效能感产生直接影响,还会通过下行比较对其产生间接影响。说明成就目标可以通过直接和间接两种不同的方式影响学业自我效能感。     

Relationship between students' self-assessment of their capabilities and their teachers' judgments of students' capabilities in mathematics problem-solving

The study examined the judgments made by four seventh-grade mathematics teachers of their 107 students' competence in solving mathematics problems. Simultaneously, the 107 students made self-efficacy judgments about their capability in solving mathematics problems. The two sets of judgments were tested for predicting students' mathematics performance. Also, students' prior mathematics achievement was studied for its influence on both teachers' and students' judgments and students' mathematics performance. Teachers were asked to make judgments of each student for every mathematics problem solved. Results were consistent with prior research indicating that students' mathematics self-efficacy beliefs were highly predictive of their performance. Path analysis indicated that the mathematics teachers' judgments were also highly predictive of students' performance and self-efficacy. In turn, these variables predicted students' postperformance judgments. Combining students' self-efficacy judgments and teachers' judgments of students increased predictiveness for students' mathematics performance. Educational implications were also discussed.     

初中生感恩与学业成就的关系:学习投入的中介作用

采用青少年感恩量表、学习投入量表和学业成就量表对669名初一、初二年级的中学生进行调查,考察中国文化背景下初中生感恩与学业成就的关系,探讨学习投入的情感、认知和行为三大成分在其中的系列中介效应,以及学业成就性别差异的可能来源。结果表明:(1)初中生的感恩与学业成就正相关;(2)学习投入三大成分在感恩与学业成就之间具有系列中介效应;(3)女生比男生具有更高的感恩和行为投入水平,有助于解释初中生学业成就性别差异的来源。     

教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用

在教育实践中,教师作为教学活动的主要引导者,他们的教学风格对学生的学业成就具有重要影响。根据自我决定理论,自主支持型教师能够满足学生的基本心理需要,促进学习动机内化,进而提高学业投入及学业成就。本研究通过对37篇教师自主支持与学生学业成就的实证研究(53个独立样本,18278名学生)进行元分析,结果发现:(1)教师自主支持显著正向预测需要满足、动机、投入及学业成就;同时自主支持对需要满足、动机及投入的效应量高于对学业成就的效应量;(2)学生的需要满足及动机在教师自主支持对学业成就影响中起中介作用,但学业投入的中介作用不显著;(3)教师自主支持对学业成就的影响在不同年龄、经济与文化背景下没有显著差异。综上,在未来的教育活动中,教师应给予学生更多的自主支持,以满足学生基本心理需要,激发学生的学习动机,促进学业投入,提升学业成就。     

Learning Disabilities, Gender, Sources of Efficacy, Self-Efficacy Beliefs, and Academic Achievement in High School Students

This study examined the impact of gender, learning disability (LD) status, and sources of efficacy on self-efficacy beliefs and academic achievement in the concept of Bandura's self-efficacy theory. Two hundred and seventy-eight high school students participated in the study. Structural equation modeling was used. The results revealed that LD status had indirect influence on self-efficacy via the source variable; gender did not have direct or indirect influences on self-efficacy; sources of efficacy had direct impact on self-efficacy, which in turn affected academic performance. The structural model fit the data well and explained 55% of the variance in academic achievement.     

The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety

The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.     

Cognitive abilities, sociocultural background and academic achievement

The influence of students' sociocultural background on academic achievement is a well established fact. Research also points out that sociocultural background is related to students' cognitive abilities and these have an effect on their academic achievement. However, the mediator role of cognitive abilities on the relationship between sociocultural background and academic achievement is less well known. A structural equation model that represents these relationships was tested in a sample (N= 728) of Portuguese junior high school students. Multigroup analysis of the model showed the importance of the cognitive ability mediation effect between sociocultural background and academic achievement in the 7th and 9th grades, but not in the 8th grade. This difference may be the result of the academic transition experienced in the 7th and 9th grades in the Portuguese educational system, which requires parents' higher involvement in school.     

Motives to study and socialization tactics among university students

The authors focused on the period following students' admission to university and examined the effects of students' motives to study and socialization tactics on their academic achievement and academic satisfaction. The authors hypothesized that socialization tactics would mediate the relation of motives to study to academic achievement and satisfaction. The findings confirmed the hypotheses and highlighted the importance of students' socialization tactics in the university setting. In addition, the research provided a typology to distinguish different types of socialization tactics.     

高中生数学能力实体观对数学学习投入的影响:学业自我效能感和消极学业情绪的中介作用

采用数学能力实体观量表、学业自我效能感量表、消极学业情绪量表（羞愧、厌倦）和数学学习投入量表,对1064名高中生进行调查。结果表明：数学能力实体观、学业自我效能感、羞愧、厌倦和数学学习投入之间均存在显著相关;学业自我效能感、厌倦在数学能力实体观和数学学习投入之间的中介作用均显著;且学业自我效能感-厌倦的链式中介作用也显著。这表明,高中生的数学能力实体观不仅可以直接预测数学学习投入,也可分别经由学业自我效能感、厌倦的中介作用、以及二者的链式中介作用影响数学学习投入。