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ERIC Number: EJ936476
Record Type: Journal
Publication Date: 2011-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0022-0663
Sources of Self-Efficacy: An Investigation of Elementary School Students in France
Joet, Gwenaelle; Usher, Ellen L.; Bressoux, Pascal
Journal of Educational Psychology, v103 n3 p649-663 Aug 2011
The purpose of this study was to assess the influence of Bandura's (1997) theorized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of 3rd-grade elementary school students (N = 395) in France, to examine whether classroom context might explain a significant portion of the variation in self-efficacy, and to assess whether these sources differ as a function of sex. Hierarchical linear modeling revealed that mastery experience, social persuasions, and mean classroom-level self-efficacy predicted mathematics self-efficacy. Mastery experience, social persuasions, physiological state, and mean classroom-level self-efficacy predicted French self-efficacy. All 4 sources predicted self-efficacy for self-regulated learning in both subjects, with the exception of vicarious experience in French. Classroom-level variables did not predict self-efficacy for self-regulated learning in either subject. Boys outperformed girls in mathematics and reported higher mathematics self-efficacy, self-regulatory efficacy, mastery experience, social persuasions, and lower physiological arousal. In French, girls outperformed boys but reported lower self-efficacy. Findings support and refine the theoretical tenets of Bandura's social cognitive theory. (Contains 4 tables.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France