Reciprocal effects between self-efficacy and achievement in mathematics and reading
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Academic self-efficacy is widely accepted as being both the cause and effect of academic achievement. However, empirical research using longitudinal data and domain-specific assessments is scarce and seems to be completely absent in domains other than mathematics. We drew on a sample of N = 1597 secondary school students in Germany and 2 measurement occasions within 1 school year to test for reciprocal effects between self-efficacy and achievement in the domains of mathematics and reading. Despite high stabilities of achievement and self-efficacy, structural equation modeling revealed positive effects of mathematics self-efficacy on later mathematics achievement and of reading achievement on later reading self-efficacy. Evidence for reciprocal effects resulted in the domain of reading from separately considering students with and without a migration background in multiple group models. The findings highlight the necessity of early interventions and a domain-specific approach.
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In recent investigations of the reciprocal relationship between motivation and achievement, motivation constructs other than academic self-concept have started to be included.
“In recent investigations of the reciprocal relationship between motivation and achievement, motivation constructs other than ASC have started to be included (e.g., self-efficacy in Grigg et al., 2018;Schöber et al., 2018;achievement goals in Scherrer et al., 2020; intrinsic motivation in Hebbecker et al., 2019;and interest in Höft & Bernholt, 2019).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Schöber et al., 2018
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Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda
Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T. W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09616-7 · Cited by 224 · see citing works
- Authors
- Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M.
- Affiliations
- Leibniz Institute for Science and Mathematics Education (DE)
- TU Dortmund University (DE)
- Corresponding author
- Schöber, Christian
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2018-04
- Volume
- 63
- Pages
- 1-11
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2792649148
- Cited by
- 138
- References
- 66
- Citations by year
- 2026: 10 · 2025: 16 · 2024: 36 · 2023: 17 · 2022: 18 · 2021: 18 · 2020: 11 · 2019: 11 · 2018: 1
- FWCI
- 13.43
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Learning and Individual Differences (publishedVersion, cc-by-nc-nd)
- Funders
- Bundesministerium für Bildung und Forschung (01JC1118A, 01JC1118B)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Keywords
- academic self-efficacy, reciprocal effects, mathematics achievement, reading achievement, high school students, domain-specific self-efficacy, migration background, early intervention
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