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首页> 外文期刊>Journal of adolescence >Self-efficacy and academic achievement in Australian high school students: the mediating effects of academic aspirations and delinquency.
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Self-efficacy and academic achievement in Australian high school students: the mediating effects of academic aspirations and delinquency.

机译：澳大利亚高中生的自我效能和学业成就：学业愿望和犯罪的中介作用。

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摘要

Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11-18 years from ten schools in two Australian cities. The Children's Self-Efficacy Scale, Adapted Self-Report Delinquency Scale (Revised), and Children's Academic Aspirations Scale were administered to participants prior to academic achievement being assessed using mid-year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self-regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement; however, the relationship between academic aspiration and academic achievement was not significant in the final model.
机译：研究表明，自我效能感，理想感和其他社会心理影响因素通过一系列中介途径在学业成绩上产生了巨大差异，尽管迄今为止尚无研究测试所确定的中介关系。本研究调查了来自两个澳大利亚城市的10所学校的935名11-18岁学生的学业成绩，自我效能感，学习愿望和犯罪之间的结构关系。在使用年中学校成绩评估学业成绩之前，先对参与者进行了“儿童自我效能感量表”，“适应性自我报告犯罪量表（修订版）”和“儿童学术抱负量表”。使用结构方程模型来测试三种替代模型，以探讨学术，社会和自我调节效能与学业成就之间的关系。部分中介模型显示出对数据的最佳整体拟合。学术和自我调节效能通过犯罪产生间接的负面影响，对学习成绩产生直接的正面影响。学术自我效能感和社会自我效能感与学业愿望和学业成就分别具有正向和负向关系。但是，在最终模型中，学业期望与学业成就之间的关系并不显着。

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