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ERIC Number: EJ884853
Record Type: Journal
Publication Date: 2010-May
Pages: 14
Abstractor: As Provided
Reference Count: 101
ISBN: N/A
ISSN: ISSN-0022-0663
Self-Efficacy and Performance in Mathematics: Reciprocal Determinism in 33 Nations
Williams, Trevor; Williams, Kitty
Journal of Educational Psychology, v102 n2 p453-466 May 2010
Reciprocal determinism is a central premise of Bandura's (1986) social cognitive theory. Studies of the relationship between self-beliefs and performance tend to draw on this or related theories and usually endorse the notion of reciprocal determinism at a substantive-theoretical level. However, attempts to model this postulated mutual influence of self-beliefs and performance are few and are focused on the relationship between self-concept and performance. The reciprocal determinism of self-efficacy and performance seems to be without direct empirical support, probably because the longitudinal, repeated-measures data often considered necessary for this purpose are not available. It is possible, though, to model reciprocal effects with cross-sectional data. In the analyses reported in this article, the authors achieved this using a structural equation model in which the mutual influence of self-efficacy and performance in mathematics is represented as a feedback loop. This model was estimated in each of 33 nations on the basis of data on the mathematics self-efficacy and mathematics achievement of 15-year-olds. The model was a good fit to the data in 30 nations and was supportive of reciprocal determinism in 24 of these, suggesting a fundamental psychological process that transcends national and cultural boundaries. (Contains 2 tables, 1 figure, and 3 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment