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首页> 外文期刊>Asia Pacific Education Review >Contextual influences on sources of academic self-efficacy: a validation with secondary school students of Kerala
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Contextual influences on sources of academic self-efficacy: a validation with secondary school students of Kerala

机译：语境对学业自我效能感来源的影响：喀拉拉邦中学生的验证

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摘要

This study investigates the theorized sources of Academic Self-Efficacy among the higher secondary school students of Kerala, India. Mastery Experience in the form of Academic Achievement, vicarious experience in the form of School Image and Social Persuasion in the form of Parental Encouragement are included as the predictor variables of Academic Self-Efficacy. Participants in the present study were 700 higher secondary school students of Kerala, selected using stratified random sampling. The findings of the study confirm the theorized correlation of Academic Self-Efficacy with previous achievement, vicarious experience (school image) and persuasory information (parental encouragement). In the total sample, the percent of variance in Academic Self-Efficacy that is predictable by the three-predictor variables is nearly one quarter (23.83 %). School Image is the best contributing variable (9.42 %) followed by Mastery Experience (8.67 %) and then by Parental Encouragement (5.74 %). The findings shows that apart from cultural differences, locale and gender difference also exist in sources of Academic Self-Efficacy. The superiority of School Image over Mastery Experience in predicting Academic Self-Efficacy is different from that found in the West, theoretically and empirically. In India, self-efficacy beliefs of youngsters continue to depend more on social and domestic factors than personal experience and mastery.
机译：这项研究调查了印度喀拉拉邦高中学生学业自我效能感的理论来源。学术成就形式的掌握经验，学校形象形式的替代经验和父母鼓励形式的社会说服都包括为学术自我效能感的预测变量。本研究的参与者是喀拉拉邦的700名高中学生，他们采用分层随机抽样的方式进行选择。研究结果证实了理论上自我效能感与先前的成就，替代经验（学校形象）和说服信息（父母的鼓励）之间的理论联系。在全部样本中，可通过三个预测变量预测的学业自我效能方差的百分比接近四分之一（23.83％）。学校形象是贡献最大的变量（9.42％），其次是精通经验（8.67％），其次是父母鼓励（5.74％）。研究结果表明，除了文化差异外，学术自我效能感的来源也存在地区和性别差异。从理论上和经验上，在预言学术自我效能方面，学校形象优于掌握经验的优势与西方国家不同。在印度，年轻人的自我效能感信念继续更多地取决于社会和家庭因素，而不是个人经验和精通能力。

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