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Predictive Utility of Subject-, Task-, and Problem-Specific Self-Efficacy Judgments for Immediate and Delayed Academic Performances.
Peer reviewed Peer reviewed
Bong, Mimi – Journal of Experimental Education, 2002
Studied self-efficacy perceptions of 202 Korean female high school students at 3 levels of specificity in English and mathematics. Problem-specific, task-specific, and subject-specific self-efficacy beliefs all formed separate factors in both subject areas, but the three self-efficacy factors were too highly correlated to contribute independently…
Descriptors: Academic Achievement, English (Second Language), Females, Foreign Countries
Tests of the Internal/External Frames of Reference Model with Subject-Specific Academic Self-Efficacy and Frame-Specific Academic Self-Concepts.
Peer reviewed Peer reviewed
Bong, Mimi – Journal of Educational Psychology, 1998
Whether students' verbal and mathematics self-concepts were indeed positively correlated after an external comparison, and negatively correlated after an internal comparison, as predicted by the internal/external frames of reference model (H. Marsh, 1986), was studied with 383 high school students. Results support most of the model predictions.…
Descriptors: Academic Achievement, High School Students, High Schools, Mathematics Education
Perceived Similarity among Tasks and Generalizability of Academic Self-Efficacy.
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Bong, Mimi – 1996
The degree of and the cognitive basis for the generalizability of academic self-efficacy were examined among 588 high school students from the greater Los Angeles (California) area. Students' self-efficacy perceptions clearly generalized beyond boundaries of specific tasks and also of specific school subjects, albeit to a lesser degree. There was…
Descriptors: Academic Achievement, High School Students, High Schools, Mathematics Education