شبكة المعلومات العربية التربوية

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)