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)
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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 |