Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks
Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks
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DOI：
10.1007/s10964-018-0952-0
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发表时间：
2019-02-01
影响因子：
4.9
通讯作者：
Galand, B.
中科院分区：
文献类型：
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作者：
Olivier, E.;Archambault, I.;Galand, B.
学生的自我效能感、行为投入和情感投入是影响学业成绩的关键因素。研究尚未确定连接这四个结构的发展级联。三个理论框架，即自我效能感理论、动机发展自我系统模型和期望价值理论，揭示了不同的联系。本研究通过对671名学生(51.8%，女生)从4年级到6年级的调查，旨在评估数学中这三个框架中相互矛盾的假设。对三个交叉滞后模型进行了检验，以检验每个理论框架。第四个也是最后一个模型进行了测试，以包括以前模型中的重要路径。还测试了中介路径。结果主要支持自我效能感理论的假设，即从4年级到6年级，学生的自我效能感与学业成绩呈正相关。期望值理论的一些命题也得到了支持。自我效能感与以后的情感投入和学业成绩有关。然而，5年级的情绪投入与6年级的成绩呈负相关，与行为投入无关。数据不支持自我系统模型的假设。对第四个模型的测试发现了一个意想不到的发展级联：5年级的自我效能感在4年级的成就和6年级的情感投入之间起到了中介作用。这最后一项发现可能对青少年有很大的影响，因为情感投入是学生幸福感和学习内在价值的指标。对理论验证和青少年干预目标的含义进行了讨论。
Student self-efficacy, behavioral engagement, and emotional engagement are key factors for academic achievement. Research has yet to identify the developmental cascades linking these four constructs. Three theoretical frameworks, i.e., Self-Efficacy Theory, the Self-System Model of Motivational Development, and Expectancy-Value Theory, suggest different nexus. Following 671 students (51.8% girls) from their 4(th) to 6(th) grade, this study aims to assess competing hypotheses from these three frameworks in math. Three cross-lag models were tested to test each theoretical framework. A fourth and final model was tested to include the significant paths from the previous models. Mediation paths were also tested. Results mainly support assumptions from Self-Efficacy Theory, that is student self-efficacy and academic achievement are mutually associated from 4(th) to 6(th) grades. Some of the propositions of Expectancy-Value Theory were also supported. Self-efficacy was associated with later emotional engagement and academic achievement. However, emotional engagement in 5(th) grade was negatively associated with achievement in 6(th) grade and was not associated with behavioral engagement. Assumptions from the Self-System Model were not supported by the data. Testing the fourth model revealed an unexpected developmental cascade: 5(th)-grade self-efficacy mediated the association between 4(th)-grade achievement and 6(th)-grade emotional engagement. This last finding may have great implications for young adolescents as emotional engagement is an indicator of student well-being and intrinsic value of learning. Implications for theory validation and intervention targets for adolescents are discussed.