The role of social relationships in promoting student academic self-efficacy and MIMIC approaches to assess factorial mean invariance
| [Abstract] | |
| Type | Article |
| Document no. | 042719 |
| Author | Fan, Weihua. faculty of educational psychology, University of Houston |
| Second author |
Lindt, Suzanne F. Dept. of educational psychology, University of Houston.
Arroyo-Giner, Christina A. Dept. of educational psychology, University of Houston. Wolters, Christopher A. faculty of educational psychology, University of Houston. |
| Pages | pp.34-53 |
| Host Item Entry |
International Journal of Applied Educational Studies. Vol. 5, August 2009
|
| Descriptors | Social relations - Academic achievement |
| Language of document | English |
| Country | Kuwait |
This research first examined whether 10th graders' close friends' academic valuing, teacher support and parent-student communication influenced student academic self-efficacy and whether student academic self-efficacy linked to student achievement. All three constructs positively predicted the sense of academic self-efficacy in both math and English. A positive link between students’ academic self-efficacy and students’ achievement was found. In addition, utilizing the multiple-indicator multiple-cause (MIMIC) modeling approach, we assessed and detected the factorial mean non invariance of student’s academic self-efficacy across groups based on student gender, school sector and school urban city. Further researches exploring the motivation gaps among students are needed. (Published abstract)
(APA) Style Always review your references for accuracy and make any necessary corrections before using:
|
|
| Fan, Weihua.. (2009). The role of social relationships in promoting student academic self-efficacy and MIMIC approaches to assess factorial mean invariance . International Journal of Applied Educational Studies. Vol. 5, August 2009. pp.34-53 Retrieved from search.shamaa.org |