Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes |
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| Institution: | 1. Institute for Educational Quality Improvement (IQB), Humboldt University of Berlin, Berlin, Germany;2. Centre for Educational Measurement, University of Oslo (CEMO), Oslo, Norway;3. Department of Educational Science, University of Bamberg, Bamberg, Germany;1. Departamento de Psicología, Sociología y Filosofía, University of León, Facultad de Educación Campus de Vegazana, s/n 24071, León, Spain;2. Division of Psychology, Nottingham Trent University, Burton Street, Nottingham NG1 4BU, UK;3. Research Institute for Child Development and Education, University of Amsterdam, Nieuwe Prinsengracht 130, Amsterdam, The Netherlands;4. Utrecht Institute of Linguistics, University of Utrecht, NL-3508 TC Utrecht, The Netherlands;5. Department of Online Education, International University of La Rioja, Portales, 71 y Gran Vía, 41, La Rioja, Spain;1. Technische Universität Berlin, Berlin, Germany;2. Monash University, Melbourne, Australia;1. Clermont Université, Université Blaise Pascal, Clermont-Ferrand, France;2. Laboratoire Interuniversitaire de Psychologie : personnalité, cognition et changement social, Université de Savoie Mont Blanc, France |
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| Abstract: | Self-concept and self-efficacy are two of the most important motivational predictors of educational outcomes. As most research has studied these constructs separately, little is known about their differential relations to peer ability, opportunities-to-learn in classrooms, and educational outcomes. We investigated these relations by applying (multilevel) structural equation modeling to the German PISA 2006 data set. We found a correlation of ρ = .57 between self-concept and self-efficacy in science, advocating distinguishable constructs. Furthermore, science self-concept was better predicted by the average peer achievement (Big-Fish-Little-Pond Effect), whereas science self-efficacy was more strongly affected by inquiry-based learning opportunities. There were also differences in the predictive potential for educational outcomes: Self-concept was a better predictor of future-oriented motivation to aspire a career in the sciences, whereas self-efficacy was a better predictor of current ability. The study at hand provides strong evidence for the related but distinct nature of the two constructs and extends existing research on students' competence beliefs toward social comparisons and opportunities-to-learn. Further implications for the relevance of inquiry-based classroom activities and for the assessment of competence beliefs are discussed. |
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