Academic self-efficacy mediates the effects of school psychological climate on academic achievement.
This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested.
Department of Public Health, Sport, and Nutrition.
Rune
R
Høigaard
Department of Education, Faculty of Humanities and Education, University of Agder.
Velibor Bobo
VB
Kovač
Department of Public Health, Sport, and Nutrition.
Nina Cecilie
NC
Øverby
Department of Public Health, Sport, and Nutrition.
Tommy
T
Haugen
D000124:Achievement; D000293:Adolescent; D005260:Female; D006040:Goals; D006801:Humans; D008297:Male; D009664:Norway; D012574:Schools; D020377:Self Efficacy; D012919:Social Behavior; D012931:Social Environment; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires