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Inviting Confidence in School: Invitations as a Critical Source of the Academic Self-Efficacy Beliefs of Entering Middle School Students
| Content Provider | ERIC |
|---|---|
| Author | Usher, Ellen L. Pajares, Frank |
| Abstract | The purpose of this study was to examine whether constructs drawn from invitational theory serve as additional sources of self-efficacy beliefs of students in Grade 6 (N = 468). The hypothesized sources and the invitational constructs each correlated with academic self-efficacy. Invitations, mastery experience, and physiological state predicted the self-efficacy beliefs of boys and of girls. Social persuasions also predicted girls' self-efficacy. Invitations, mastery experience, and social persuasions predicted the self-efficacy beliefs of African American students. For White students, invitations and the four hypothesized sources predicted self-efficacy. Findings refine the tenets of social cognitive theory and suggest that invitations act as a powerful fifth source of self-efficacy. (Contains 2 tables.) |
| Ending Page | 16 |
| Starting Page | 7 |
| ISSN | 10606041 |
| Journal | Journal of Invitational Theory and Practice |
| Volume Number | 12 |
| Language | English |
| Publisher | International Alliance for Invitational Education |
| Publisher Date | 2006-01-01 |
| Access Restriction | Open |
| Subject Keyword | Grade 6 Epistemology White Students African American Students Self Efficacy Self Concept Beliefs Middle School Students Academic Achievement Social Theories Physiology Measures (Individuals) Elementary Education |
| Content Type | Text |
| Resource Type | Article |
