Relations among perceived self-efficacy, self-esteem, and school achievement.
The present research explored empirically the factorial dimensions of self-efficacy and self-esteem and associations among self-esteem, self-efficacy, and scholastic achievement as measured in 151 subjects (M age = 13.4 yr.). Five factors emerged from factorial analysis: two factors reflected the self-esteem feelings (and were, respectively, named as self-referential self-esteem and comparative self-esteem). The remaining three factors reflected the self-efficacy beliefs in the three different scholastic domains considered, linguistic-literary, logical-mathematical, and technical-practical. All self-efficacy scores were significantly correlated with scholastic achievement while no associations between self-esteem scores and scholastic performance were found. Nevertheless, self-efficacy and self-esteem dimensions shared some common aspects. In particular, each different self-esteem factor showed different magnitudes of association with domain-specific self-efficacy beliefs.
D'Amico
Antonella
A
Dipartimento di Psicologia-Sezione Scienza Cognitiva, Via delle Scienze, Palermo, Italy. adamico@unipa.it
Cardaci
Maurizio
M
D000293:Adolescent; D002648:Child; D004522:Educational Status; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D008297:Male; D010555:Personality Inventory / Q000706:statistics & numerical data; D011594:Psychometrics; D012649:Self Concept; D020377:Self Efficacy