Abstract
This study investigated how as reported by Bandura (Self-efficacy: The exercise of control Freeman, 1997) sources of self-efficacy differ across socialization contexts for German students with diverse immigrant backgrounds. We measured all four sources of academic self-efficacy in three socialization contexts for students of former Soviet Union and Turkish descent as well as without an immigrant background, assuming that we would find differences between these groups. Participants were 1217 seventh-grade students in Germany. Multigroup structural equation analyses with latent variables revealed the differential importance of socialization contexts for the relation between academic self-efficacy and its sources across groups. For students of former Soviet Union and Turkish descent, verbal or social persuasion is the strongest contributing factor for academic self-efficacy, whereas for students without an immigrant background, it is mastery experience. In the school context, significant relationships between sources of self-efficacy and academic self-efficacy could only be observed for students without an immigrant background. The results both support and refine Bandura’s social cognitive theory by showing that self-related constructs function differently in students with culturally diverse immigrant backgrounds.
Highlights
Many educational psychology studies confirm the central role of students’ academic self-efficacy beliefs for academic performance across subjects and domains (e.g., Jansen et al, 2015; Parker et al, 2014; Schöber et al, 2018)
It assumes that education-related cultural value orientations, beliefs, habits, and knowledge differ between families from diverse immigrant backgrounds (Fuligni & Fuligni, 2007)
Recent research has demonstrated that sources of academic self-efficacy related to these three different socialization contexts contribute differentially to academic self-efficacy; it seems valuable to take into consideration the differential relationship between academic self-efficacy and its sources in students with and without immigrant backgrounds (Gebauer et al, 2020)
Summary
Many educational psychology studies confirm the central role of students’ academic self-efficacy beliefs for academic performance across subjects and domains (e.g., Jansen et al, 2015; Parker et al, 2014; Schöber et al, 2018). Based on North American research, it seems promising to examine whether different cultural value orientations influence academic self-efficacy formation (Bondy et al, 2017; Schöber et al, 2018). This assumes that immigrant groups preserve the education-related cultural value orientations, beliefs, habits, knowledge, and rites of their countries of origin (see Berry, 2003). This paper aims to examine the differential contributions of the sources of academic selfefficacy for students’ academic self-efficacy in each socialization context, taking into consideration the diverse immigrant backgrounds of German seventh graders
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