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Comparison of Self-Beliefs for Predicting Student Motivation and Achievement

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  • Mimi Bong
  • Catherine Cho
  • Hyun Seon Ahn
  • Hye Jin Kim

Abstract

The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain-specific self-constructs such as self-efficacy and self-concept were better predictors of task value and achievement than was general self-esteem. Task value and test anxiety significantly mediated only the relationships of self-efficacy assessed by the Bandura-type scale to achievement. These domain-specific relationships tended to be stronger for middle school than elementary school students and in mathematics than language arts.

Suggested Citation

  • Mimi Bong & Catherine Cho & Hyun Seon Ahn & Hye Jin Kim, 2012. "Comparison of Self-Beliefs for Predicting Student Motivation and Achievement," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(5), pages 336-352.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:336-352
    DOI: 10.1080/00220671.2011.627401
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    Cited by:

    1. Ehsan Masoomi & Kurosh Rezaei-Moghaddam & Ezatollah Karami & Dariush Hayati & Mahsa Fatemi, 2022. "Development of an opportunity-based model of rural entrepreneurial process," Journal of Global Entrepreneurship Research, Springer;UNESCO Chair in Entrepreneurship, vol. 12(1), pages 237-256, December.
    2. Ecir Yilmaz, 2019. "Cognitive Structure Determination of Prospective Science Teacher via Word Association Test," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 5(3), pages 416-421.

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