Abstract
Objectives This study was conducted to explore the trajectory of changes in academic self-efficacy from 7th to 12th graders and analyzed the concurrent and lagged effects of relationships with parenting style, attachment, and understanding instructions. Methods Six waves (Grades 7~12; N=3,952) of data from Gyeonggi Education Panel Study (GEPS) were analyzed using latent growth modeling (LGM). Results Results were as follows: First, academic self-efficacy decreased over time for 6 years. Second, while the concurrent and lagged effects of monitoring, reasonable parenting behavior, and trust from parents increased academic self-efficacy, isolation from parents decreased academic self-efficacy over time. Third, understanding instructions of students had concurrent and lagged effects on academic self-efficacy during 7th to 12th years. Conclusions The present findings suggest that increasing understanding instruction would be the most effective factor to increase academic self-efficacy during 7th to 12th grades. The results also imply that parenting style and attachment with parents closely related with academic self-efficacy of adolescents.
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