Academic Self-Concept and Self-Efficacy: How Different Are They Really?

Bong, Mimi; Skaalvik, Einar M.

doi:10.1023/a:1021302408382

Cited by 1,994Education, Achievement, and GiftednessMotivation and Self-Concept in SportsGrit, Self-Efficacy, and Motivation

Academic Self-Concept and Self-Efficacy: How Different Are They Really?

Bong, Mimi, Skaalvik, Einar M.·2003·Educational Psychology Review

DOI 10.1023/a:1021302408382

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1023/a:1021302408382

Cites

138 of 138 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Motivational factors predict academic affect, cognition, and behavior.
“Empirical studies have tested this hypothesis over a half-century and found that motivational factors contribute to academic affect, cognition, and behavior [4–20].”
From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [6]
Self-efficacy has been suggested to be important for retention in science.
“Self-efficacy is a student’s perception of his or her ability to complete a task (Bong and Skaalvik, 2003) and has been suggested to be important for retention in science (Seymour and Hewitt, 1997).”
From Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs (2017) · cites this paper as Bong and Skaalvik, 2003
In an intervention study by Betz and Schifano (2000), ensuring students of successful completion of a task followed by affirmation of accomplishments with applause and verbal praise resulted in an increase in self-efficacy.
“One example is an intervention study by Betz and Schifano (2000) where students were ensured of successful completion of a task followed by affirmation of their accomplishments with applause and verbal praise.This resulted in an increase in selfefficacy (a motivation construct highly related to ASC, Bong & Skaalvik, 2003).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Bong & Skaalvik, 2003

Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835 · see citing works
Social Learning Theory
Kytle, J., & Bandura, A. (1978) · Contemporary Sociology · doi:10.2307/2065952 · Cited by 25,422 · see citing works
A theory of social comparison processes
Festinger, L. (1954) · Human Relations · doi:10.1177/001872675400700202 · Cited by 20,926 · see citing works
Untitled work
(1985) · Medical Entomology and Zoology · Cited by 19,180 · see citing works
Mind, Self, and Society
Mead, G. H., Joas, H., Huebner, D. R., & Morris, C. W. (2015) · University of Chicago Press eBooks · doi:10.7208/chicago/9780226112879.001.0001 · Cited by 12,408 · see citing works
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332 · see citing works
A Handbook of Child Psychology
(1932) · Nature · doi:10.1038/130331a0 · Cited by 8,289 · see citing works
Expectancy-value theory of achievement motivation
Wigfield, A., & Eccles, J. S. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1015 · Cited by 7,383 · see citing works
Attaining Self-Regulation
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069 · see citing works
Untitled work
(1979) · Medical Entomology and Zoology · Cited by 5,872 · see citing works
Possible selves.
Markus, H., & Nurius, P. (1986) · American Psychologist · doi:10.1037/0003-066x.41.9.954 · Cited by 5,806 · see citing works
Self-Efficacy Beliefs in Academic Settings
Pajares, F. (1996) · Review of Educational Research · doi:10.2307/1170653 · Cited by 4,688 · see citing works
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292 · see citing works
Self-concept: validation of construct interpretations.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976) · Review of Educational Research · doi:10.3102/00346543046003407 · Cited by 4,164 · see citing works
Self-schemata and processing information about the self.
Markus, H. R. (1977) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.35.2.63 · Cited by 3,911 · see citing works
The Perceived Competence Scale for Children
Harter, S. (1982) · Child Development · doi:10.2307/1129640 · Cited by 3,639 · see citing works
Achievement goals in the classroom: Students' learning strategies and motivation processes.
Ames, C., & Archer, J. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.3.260 · Cited by 3,564 · see citing works
Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992) · American Educational Research Journal · doi:10.2307/1163261 · Cited by 2,709 · see citing works
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675 · cited 3× · see citing works
“Academic self-efficacy beliefs have been found to strongly relate to task choice (Bandura and Schunk, 1981; Pajares and Miller, 1995), career selec tion (Betz and Hackett, 1981,1983), persistence and performance (Bandura, Barbaranelli, Caprara, and Pastorelli, 1996; Lent, Brown, and Larkin, 1986;…”
Background
Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991) · Journal of Counseling Psychology · doi:10.1037/0022-0167.38.1.30 · Cited by 2,309 · see citing works
Multifaceted impact of self-efficacy beliefs on academic functioning.
Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (1996) · Child Development · doi:10.1111/j.1467-8624.1996.tb01791.x · Cited by 1,993 · see citing works
Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.
Pajares, F., & Miller, M. D. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.2.193 · Cited by 1,872 · see citing works
Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992) · American Educational Research Journal · doi:10.3102/00028312029003663 · Cited by 1,724 · see citing works
In the Mind of the Actor: The Structure of Adolescents' Achievement Task Values and Expectancy-Related Beliefs
Eccles, J. S., & Wigfield, A. (1995) · Personality and Social Psychology Bulletin · doi:10.1177/0146167295213003 · Cited by 1,627 · see citing works
Advances in Motivation and Achievement
(2014) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0749-742320140000018017 · Cited by 1,545 · see citing works
Self-Concept: Its Multifaceted, Hierarchical Structure
Marsh, H. W., & Shavelson, R. J. (1985) · Educational Psychologist · doi:10.1207/s15326985ep2003_1 · Cited by 1,527 · see citing works
Self-Efficacy and Academic Motivation
NC DOCKS at The University of North Carolina at Greensboro, & Schunk, D. H. (1991) · NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) · Cited by 1,426 · see citing works
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.
Roeser, R. W., Midgley, C., & Urdan, T. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.3.408 · Cited by 1,369 · see citing works
Students' goal orientations and cognitive engagement in classroom activities.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.514 · Cited by 1,367 · see citing works
The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children
Harter, S., & Pike, R. (1984) · Child Development · doi:10.1111/j.1467-8624.1984.tb03895.x · Cited by 1,352 · see citing works
The relationship of career-related self-efficacy expectations to perceived career options in college women and men.
Betz, N. E., & Hackett, G. (1981) · Journal of Counseling Psychology · doi:10.1037/0022-0167.28.5.399 · Cited by 1,290 · see citing works
Impact of Self-Regulatory Influences on Writing Course Attainment
Zimmerman, B. J., & Bandura, A. (1994) · American Educational Research Journal · doi:10.3102/00028312031004845 · Cited by 1,239 · see citing works
Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.60 · Cited by 1,231 · see citing works
The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children
Harter, S., & Pike, R. (1984) · Child Development · doi:10.2307/1129772 · Cited by 1,111 · see citing works
Multifaceted impact of self-efficacy beliefs on academic functioning
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996) · Child Development · doi:10.2307/1131888 · Cited by 1,080 · see citing works
Motivation to succeed.
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998) · Cited by 1,077 · see citing works
Making the grade: a self-worth perspective on motivation and school reform
(1993) · Choice Reviews Online · doi:10.5860/choice.30-2812 · Cited by 1,067 · see citing works
Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C. R., & Blumenfeld, P. C. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.3.451 · Cited by 1,040 · see citing works
Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school.
Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991) · Developmental Psychology · doi:10.1037/0012-1649.27.4.552 · Cited by 998 · see citing works
Self-efficacy and educational development
Zimmerman, B. J. (1995) · Cambridge University Press eBooks · doi:10.1017/cbo9780511527692.009 · Cited by 968 · see citing works
Social origins of self-regulatory competence
Schunk, D. H., & Zimmerman, B. J. (1997) · Educational Psychologist · doi:10.1207/s15326985ep3204_1 · Cited by 937 · see citing works
What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school.
Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.22 · Cited by 891 · see citing works
Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students
Pajares, F., & Graham, L. (1999) · Contemporary Educational Psychology · doi:10.1006/ceps.1998.0991 · Cited by 884 · see citing works
The big-fish-little-pond effect on academic self-concept.
Marsh, H. W. (1987) · Journal of Educational Psychology · doi:10.1037/0022-0663.79.3.280 · Cited by 881 · see citing works
Self concept: The interplay of theory and methods.
Shavelson, R. J., & Bolus, R. R. (1982) · Journal of Educational Psychology · doi:10.1037/0022-0663.74.1.3 · Cited by 867 · see citing works
A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification
Marsh, H. W. (1990) · Educational Psychology Review · doi:10.1007/bf01322177 · Cited by 866 · see citing works
Self-efficacy in the prediction of academic performance and perceived career options.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1986) · Journal of Counseling Psychology · doi:10.1037/0022-0167.33.3.265 · Cited by 861 · see citing works
Academic intrinsic motivation in young elementary school children.
Gottfried, A. E. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.3.525 · Cited by 857 · see citing works
Self-efficacy pathways to childhood depression
Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.76.2.258 · Cited by 856 · see citing works
Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model
Marsh, H. W. (1986) · American Educational Research Journal · doi:10.3102/00028312023001129 · Cited by 855 · see citing works
Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety.
Skaalvik, E. M. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.71 · Cited by 841 · see citing works
Self-citation
The relationship of mathematics self-efficacy expectations to the selection of science-based college majors
Betz, N. E., & Hackett, G. (1983) · Journal of Vocational Behavior · doi:10.1016/0001-8791(83)90046-5 · Cited by 839 · see citing works
The structure of academic self-concept: The Marsh/Shavelson model.
Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.623 · Cited by 820 · see citing works
Modeling and attributional effects on children's achievement: A self-efficacy analysis.
Schunk, D. H. (1981) · Journal of Educational Psychology · doi:10.1037/0022-0663.73.1.93 · Cited by 781 · see citing works
Motivation to Learn: From Theory to Practice
Stipek, D. J. (1992) · Medical Entomology and Zoology · Cited by 779 · see citing works
Making the Grade
Covington, M. V. (1992) · Cambridge University Press eBooks · doi:10.1017/cbo9781139173582 · Cited by 777 · see citing works
Untitled work
(1990) · Cited by 756 · see citing works
Self-Efficacy Beliefs and General Mental Ability in Mathematical Problem-Solving
Pajares, F., & Kranzler, J. H. (1995) · Contemporary Educational Psychology · doi:10.1006/ceps.1995.1029 · Cited by 749 · see citing works
The development of self-representations.
Harter, S. (1998) · Cited by 745 · see citing works
A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement.
Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.3.366 · Cited by 741 · see citing works
The Relationship Between Self and Achievement/Performance Measures
Hansford, B. C., & Hattie, J. A. (1982) · Review of Educational Research · doi:10.3102/00346543052001123 · Cited by 741 · see citing works
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
Anderman, E. M., & Midgley, C. (1997) · Contemporary Educational Psychology · doi:10.1006/ceps.1996.0926 · Cited by 716 · see citing works
Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data.
Marsh, H. W., & Yeung, A. S. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.41 · Cited by 703 · see citing works
Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals.
Bong, M. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.23 · Cited by 671 · see citing works
Self-citation
Comparison between self-concept and self-efficacy in academic motivation research
Bong, M., & Clark, R. E. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_1 · Cited by 615 · see citing works
Self-citation
The General/Academic Self-Concept Nomological Network: A Review of Construct Validation Research
Byrne, B. M. (1984) · Review of Educational Research · doi:10.3102/00346543054003427 · Cited by 614 · see citing works
The big-fish^little-pond effect on academic self-concept.
Marsh, H. W. (1987) · Journal of Educational Psychology · doi:10.1037//0022-0663.79.3.280 · Cited by 611 · see citing works
Measuring self-concept across the life span: Issues and instrumentation.
Byrne, B. M. (1996) · American Psychological Association eBooks · doi:10.1037/10197-000 · Cited by 605 · see citing works
Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis.
Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037//0022-0663.82.4.646 · Cited by 605 · see citing works
Developmental phases in self-regulation: shifting from process goals to outcome goals.
Zimmerman, B. J., & Kitsantas, A. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.29 · Cited by 604 · see citing works
Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement
Schunk, D. H., & Swartz, C. W. (1993) · Contemporary Educational Psychology · doi:10.1006/ceps.1993.1024 · Cited by 570 · see citing works
Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms
Wolters, C. A., & Pintrich, P. R. (1998) · Instructional Science · doi:10.1023/a:1003035929216 · Cited by 564 · see citing works
Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction
Joo, Y.-J., Bong, M., & Choi, H. (2000) · Educational Technology Research and Development · doi:10.1007/bf02313398 · Cited by 556 · see citing works
Self-citation
A pattern analysis of students' achievement goals.
Meece, J. L., & Holt, K. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.582 · Cited by 536 · see citing works
Self-efficacy and outcome expectancy mechanisms in reading and writing achievement.
Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.1.91 · Cited by 530 · see citing works
Mathematics self-efficacy and mathematics performances: The need for specificity of assessment.
Pajares, F., & Miller, M. D. (1995) · Journal of Counseling Psychology · doi:10.1037/0022-0167.42.2.190 · Cited by 510 · see citing works
Peer models: Influence on children's self-efficacy and achievement.
Schunk, D. H., & Hanson, A. R. (1985) · Journal of Educational Psychology · doi:10.1037/0022-0663.77.3.313 · Cited by 486 · see citing works
On the future of personality measurement.
Mischel, W. (1977) · American Psychologist · doi:10.1037//0003-066x.32.4.246 · Cited by 485 · see citing works
Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions
Bong, M. (2001) · Contemporary Educational Psychology · doi:10.1006/ceps.2000.1048 · Cited by 478 · see citing works
Self-citation
The Self-Worth Theory of Achievement Motivation: Findings and Implications
Covington, M. V. (1984) · The Elementary School Journal · doi:10.1086/461388 · Cited by 474 · see citing works
Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals.
Zimmerman, B. J., & Kitsantas, A. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.241 · Cited by 467 · see citing works
Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement.
Chapman, J. W., & Tunmer, W. E. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.1.154 · Cited by 464 · see citing works
Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement.
Schunk, D. H. (1983) · Journal of Educational Psychology · doi:10.1037/0022-0663.75.6.848 · Cited by 458 · see citing works
Age and other correlates of self-concept in children.
Piers, E. V., & Harris, D. B. (1964) · Journal of Educational Psychology · doi:10.1037/h0044453 · Cited by 457 · see citing works
Effects of effort attributional feedback on children's perceived self-efficacy and achievement.
Schunk, D. H. (1982) · Journal of Educational Psychology · doi:10.1037/0022-0663.74.4.548 · Cited by 453 · see citing works
Academic Self-Concept: Theory, Measurement, and Research
Marsh, H. W. (2014) · doi:10.4324/9781315806976-9 · Cited by 433 · see citing works
Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach
Midgley, C., Anderman, E. M., & Anderman, L. H. (1995) · The Journal of Early Adolescence · doi:10.1177/0272431695015001006 · Cited by 426 · see citing works
Untitled work
(1981) · Medical Entomology and Zoology · Cited by 426 · see citing works
Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences.
Shell, D. F., Colvin, C., & Bruning, R. H. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.3.386 · Cited by 422 · see citing works
Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis.
Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.646 · Cited by 417 · see citing works
Self-efficacy beliefs and the writing performance of entering high school students
Pajares, F., & Johnson, M. J. (1998) · Psychology in the Schools · doi:10.1002/(sici)1520-6807(199604)33:2 · Cited by 394 · see citing works
Peer-model attributes and children's achievement behaviors.
Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987) · Journal of Educational Psychology · doi:10.1037/0022-0663.79.1.54 · Cited by 364 · see citing works
Content specificity of relations between academic achievement and academic self-concept.
Marsh, H. W. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.1.35 · Cited by 357 · see citing works
On the future of personality measurement.
Mischel, W. (1977) · American Psychologist · doi:10.1037/0003-066x.32.4.246 · Cited by 341 · see citing works
Gender differences in writing self-beliefs of elementary school students.
Pajares, F., Miller, M. D., & Johnson, M. J. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.1.50 · Cited by 333 · see citing works
Coursework Selection: Relations to Academic Self-Concept and Achievement
Marsh, H. W., & Yeung, A. S. (1997) · American Educational Research Journal · doi:10.3102/00028312034004691 · Cited by 310 · see citing works
Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective.
Skaalvik, E. M., & Hagtvet, K. A. (1990) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.58.2.292 · Cited by 299 · see citing works
Self-citation
Mothers' beliefs about the role of ability and effort in school learning.
Ames, C., & Archer, J. (1987) · Journal of Educational Psychology · doi:10.1037/0022-0663.79.4.409 · Cited by 291 · see citing works
Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy.
Lent, R. W., Brown, S. D., & Gore, P. A. (1997) · Journal of Counseling Psychology · doi:10.1037/0022-0167.44.3.307 · Cited by 289 · see citing works
Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept.
Craven, R. G., Marsh, H. W., & Debus, R. L. (1991) · Journal of Educational Psychology · doi:10.1037//0022-0663.83.1.17 · Cited by 280 · see citing works
On the structure of adolescent self-concept.
Byrne, B. M., & Shavelson, R. J. (1986) · Journal of Educational Psychology · doi:10.1037/0022-0663.78.6.474 · Cited by 243 · see citing works
Depression, self-esteem, and the absence of self-protective attributional biases.
Tennen, H. A., & Herzberger, S. D. (1987) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.52.1.72 · Cited by 241 · see citing works
Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences.
Schunk, D. H., & Ertmer, P. A. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.251 · Cited by 235 · see citing works
Sequential attributional feedback and children's achievement behaviors.
Schunk, D. H. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.6.1159 · Cited by 219 · see citing works
Strategy training and attributional feedback with learning disabled students.
Schunk, D. H., & Cox, P. D. (1986) · Journal of Educational Psychology · doi:10.1037/0022-0663.78.3.201 · Cited by 212 · see citing works
Role of mathematics self-efficacy in the structural model of mathematics achievement.
Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.1.41 · Cited by 204 · see citing works
A Test of the Internal/External Frame of Reference Model at Different Levels of Math and Verbal Self-Perception
Skaalvik, E. M., & Rankin, R. J. (1995) · American Educational Research Journal · doi:10.3102/00028312032001161 · Cited by 200 · see citing works
Self-citation
Motivation to learn
Stipek, D. J. (1982) · Cited by 199 · see citing works
Subject-specific components of academic self-concept and self-efficacy
Marsh, H. W., WALKER, R. A., & Debus, R. L. (1991) · Contemporary Educational Psychology · doi:10.1016/0361-476x(91)90013-b · Cited by 198 · see citing works
Top-down, bottom-up, and horizontal models: The direction of causality in multidimensional, hierarchical self-concept models.
Marsh, H. W., & Yeung, A. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.75.2.509 · Cited by 195 · see citing works
Influences of internal and external frames of reference on the formation of math and English self-concepts.
Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.107 · Cited by 190 · see citing works
Who Am I and What Can I Do? Children's Self-Concepts and Motivation in Achievement Situations
Wigfield, A., & Karpathian, M. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653134 · Cited by 188 · see citing works
Internal and External Frames of Reference for Academic Self-Concept
Skaalvik, E. M., & Skaalvik, S. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3704_3 · Cited by 187 · see citing works
Self-citation
Impact of social comparisons on the developing self-perceptions of learning disabled students.
Renick, M. J., & Harter, S. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.4.631 · Cited by 183 · see citing works
Influences of internal and external frames of reference on the formation of math and English self-concepts.
Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037//0022-0663.82.1.107 · Cited by 179 · see citing works
Self-modeling and children's cognitive skill learning.
Schunk, D. H., & Hanson, A. R. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.2.155 · Cited by 178 · see citing works
Depression, self-esteem, and the absence of self-protective attributional biases.
Tennen, H. A., & Herzberger, S. D. (1987) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.52.1.72 · Cited by 171 · see citing works
Increasing Educational Achievement Via Self Concept Change
Scheirer, M. A., & Kraut, R. E. (1979) · Review of Educational Research · doi:10.3102/00346543049001131 · Cited by 168 · see citing works
The Shavelson Model revisited: Testing for the structure of academic self-concept across pre-, early, and late adolescents.
Byrne, B. M., & Gavin, D. A. W. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.2.215 · Cited by 163 · see citing works
Generality of academic self-efficacy judgments: Evidence of hierarchical relations.
Bong, M. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.4.696 · Cited by 160 · see citing works
Self-citation
International perspectives on individual differences
Riding, R. J., & Rayner, S. G. (2000) · Medical Entomology and Zoology · Cited by 157 · see citing works
Top-down, bottom-up, and horizontal models: The direction of causality in multidimensional, hierarchical self-concept models.
Marsh, H. W., & Yeung, A. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.2.509 · Cited by 154 · see citing works
Attitude Toward Self, Social Factors, and Achievement in Mathematics: A Meta-Analytic Review
Ma, X., & Kishor, N. (1997) · Educational Psychology Review · doi:10.1023/a:1024785812050 · Cited by 147 · see citing works
Social comparison in the classroom: The relationship between academic achievement and self-concept.
Rogers, C. M., Smith, M. D., & Coleman, J. (1978) · Journal of Educational Psychology · doi:10.1037/0022-0663.70.1.50 · Cited by 147 · see citing works
Explaining within-semester changes in student effort in junior high school and senior high school courses.
Iver, D. J. M., Stipek, D. J., & Daniels, D. H. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.2.201 · Cited by 143 · see citing works
Self-concept in artistic domains: An extension of the Shavelson, Hubner, and Stanton (1976) model.
Vispoel, W. P. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.1.134 · Cited by 136 · see citing works
Math, verbal, and general academic self-concept: The internal/external frame of reference model and gender differences in self-concept structure.
Skaalvik, E. M., & Rankin, R. J. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.3.546 · Cited by 128 · see citing works
Self-citation
Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts.
Bong, M. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.1.102 · Cited by 126 · see citing works
Self-citation
Predictive Utility of Subject-, Task-, and Problem-Specific Self-Efficacy Judgments for Immediate and Delayed Academic Performances
Bong, M. (2002) · The Journal of Experimental Education · doi:10.1080/00220970209599503 · Cited by 113 · see citing works
Self-citation
Self-Concept and the Gifted Classroom: The Role of Social Comparisons
Coleman, J., & Fults, B. A. (1982) · Gifted Child Quarterly · doi:10.1177/001698628202600305 · Cited by 102 · see citing works
Conceptions of Modern Psychiatry: The First William Alanson White Memorial Lectures
Sullivan, H. S. (2012) · Psychiatry · doi:10.1521/psyc.2012.75.1.3 · Cited by 100 · see citing works
Assessment of perceived competence, motivational orientation, and anxiety in segregated and mainstreamed educable mentally retarded children.
Silon, E. L., & Harter, S. (1985) · Journal of Educational Psychology · doi:10.1037/0022-0663.77.2.217 · Cited by 97 · see citing works
Personal Factors Affecting the Generality of Academic Self-Efficacy Judgments: Gender, Ethnicity, and Relative Expertise
Bong, M. (1999) · The Journal of Experimental Education · doi:10.1080/00220979909598486 · Cited by 80 · see citing works
Self-citation
Where is the hierarchy of academic self-concept?
Yeung, A. S., Chui, H.-S., Lau, I. C.-Y., McInerney, D. M., Russell-Bowie, D., & Suliman, R. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.3.556 · Cited by 71 · see citing works
Measuring Self-Efficacy: Multitrait-Multimethod Comparison of Scaling Procedures
Bong, M., & Hocevar, D. (2002) · Applied Measurement in Education · doi:10.1207/s15324818ame1502_02 · Cited by 64 · see citing works
Self-citation
Toward a hierarchical, multidimensional English self-concept.
Lau, I. C.-Y., Yeung, A. S., Jin, P., et al. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.4.747 · Cited by 54 · see citing works
Math and Verbal Achievement and Self-Concepts
Skaalvik, E. M., & Rankin, R. J. (1992) · The Journal of Early Adolescence · doi:10.1177/0272431692012003003 · Cited by 53 · see citing works
Self-citation
Motivation To Learn: From Theory to Practice. Second Edition.
Stipek, D. J. (1993) · Cited by 7 · see citing works

Flagged first, then by citations

Sorted by citations

From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368 · see citing works
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions
Usher, E. L., & Pajares, F. (2008) · Review of Educational Research · doi:10.3102/0034654308321456 · Cited by 1,514 · see citing works
Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model.
Efklides, A. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.538645 · Cited by 1,211 · see citing works
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
Mega, C., Ronconi, L., & De Beni, R. (2014) · Journal of Educational Psychology · doi:10.1037/a0033546 · Cited by 1,007 · see citing works
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000281 · Cited by 535 · see citing works
Use of ChatGPT in academia: Academic integrity hangs in the balance
Bin-Nashwan, S. A., Sadallah, M., & Bouteraa, M. (2023) · Technology in Society · doi:10.1016/j.techsoc.2023.102370 · Cited by 394 · see citing works
21st-Century Readers: Developing Literacy Skills in a Digital World
OECD (2021) · PISA · doi:10.1787/a83d84cb-en · Cited by 337 · see citing works
A Meta-Analysis of Negative Feedback on Intrinsic Motivation
Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019) · Educational Psychology Review · doi:10.1007/s10648-018-9446-6 · Cited by 299 · see citing works
The Metacognitive Demands and Opportunities of Generative AI
Tankelevitch, L., Kewenig, V., Simkute, A., Scott, A. E., Sarkar, A., Sellen, A., & Rintel, S. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642902 · Cited by 280 · see citing works
“Expectancy questionnaire [54] Users set specific goals and plans before a task.”
Background
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
Pinxten, M., Marsh, H. W., De Fraine, B., Van Den Noortgate, W., & Van Damme, J. (2014) · British Journal of Educational Psychology · doi:10.1111/bjep.12028 · Cited by 260 · see citing works
Anatomy of an Enduring Gender Gap: The Evolution of Women’s Participation in Computer Science
Sax, L. J., Lehman, K. J., Jacobs, J. A., Kanny, M. A., Lim, G., Monje-Paulson, L., & Zimmerman, H. B. (2017) · The Journal of Higher Education · doi:10.1080/00221546.2016.1257306 · Cited by 261 · see citing works
Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies
Scherrer, V., & Preckel, F. (2019) · Review of Educational Research · doi:10.3102/0034654318819127 · Cited by 251 · see citing works
Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating
Bong, M. (2008) · The Journal of Experimental Education · doi:10.3200/jexe.76.2.191-217 · Cited by 226 · see citing works
Self-citation
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
Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries
Chiu, M. M., & Klassen, R. M. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.11.002 · Cited by 202 · see citing works
The Mediating and Buffering Effect of Academic Self-Efficacy on the Relationship between Smartphone Addiction and Academic Procrastination
Li, L., Gao, H., & Xu, Y. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.104001 · Cited by 189 · see citing works
Does students' grit predict their school achievement above and beyond their personality, motivation, and engagement?
Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.02.004 · Cited by 163 · see citing works
A comparison of high and low achieving students on self-regulated learning variables
DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.11.010 · Cited by 141 · see citing works
Reciprocal effects between self-efficacy and achievement in mathematics and reading
Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.01.008 · Cited by 138 · see citing works
Changes in Efficacy Beliefs in Mathematics Across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases
Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2010) · Journal of Educational Psychology · doi:10.1037/a0017590 · Cited by 136 · see citing works
Making the Maker: A Means-to-an-Ends approach to nurturing the Maker mindset in elementary-aged children
Chu, S. L., Quek, F., Bhangaonkar, S., Ging, A. B., & Sridharamurthy, K. (2015) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2015.08.002 · Cited by 132 · see citing works
Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs
Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.17-05-0085 · Cited by 122 · see citing works
Science teaching and students’ attitudes and aspirations: The importance of conveying the applications and relevance of science
Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2017) · International Journal of Educational Research · doi:10.1016/j.ijer.2017.08.002 · Cited by 111 · see citing works
Science Self-Efficacy in the Primary Classroom: Using Mixed Methods to Investigate Sources of Self-Efficacy
Webb-Williams, J. (2018) · Research in Science Education · doi:10.1007/s11165-016-9592-0 · Cited by 94 · see citing works
Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains.
Arens, A. K., Schmidt, I., & Preckel, F. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000313 · Cited by 91 · see citing works
The Lifespan Self-Esteem Scale: Initial Validation of a New Measure of Global Self-Esteem
Harris, M. A., Donnellan, M. B., & Trzesniewski, K. H. (2018) · Journal of Personality Assessment · doi:10.1080/00223891.2016.1278380 · Cited by 70 · see citing works
Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept
Chen, Y.-H., Thompson, M. S., Kromrey, J. D., & Chang, G. H. (2011) · The Journal of Experimental Education · doi:10.1080/00220973.2010.547888 · Cited by 68 · see citing works
Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics
Nuutila, K., Tuominen, H., Tapola, A., Vainikainen, M.-P., & Niemivirta, M. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.04.003 · Cited by 66 · see citing works
Analyzing the developmental relation of academic self-concept and achievement in elementary school children: Alternative models point to different results.
Ehm, J.-H., Hasselhorn, M., & Schmiedek, F. (2019) · Developmental Psychology · doi:10.1037/dev0000796 · Cited by 64 · see citing works
Critical Analysis of Primary Literature in a Master’s-Level Class: Effects on Self-Efficacy and Science-Process Skills
Abdullah, C., Parris, J., Lie, R., Guzdar, A., & Tour, E. (2015) · CBE—Life Sciences Education · doi:10.1187/cbe.14-10-0180 · Cited by 46 · see citing works
Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior
Kuroda, Y., Yamakawa, O., & Ito, M. (2022) · BMC Psychology · doi:10.1186/s40359-022-00746-3 · Cited by 37 · see citing works
The role of the ‘think-pair-share’ active learning strategy in influencing content knowledge and self-confidence of undergraduate students in a large enrollment geoscience course
Manda, A. K. (2025) · Journal of Geoscience Education · doi:10.1080/10899995.2024.2419308 · Cited by 1 · see citing works

Academic Self-Efficacy and Malleability of Relevant Capabilities as Predictors of Exam Performance
Vrugt, A. J., Langereis, M. P., & Hoogstraten, J. (1997) · The Journal of Experimental Education · doi:10.1080/00220979709601395 · Cited by 78 · see citing works
Malleability of Attitudes Versus Malleability of The Measure
Han, H. A., Fázio, R. H., & Olson, M. A. (2007) · PsycEXTRA Dataset · doi:10.1037/e659962007-001
Variable Centrality: A scenario based centrality calculation method
Soltani-Sarvestani, M. A., Azimifar, Z., & Wong, A. K. C. (2022) · Journal of Computational Science · doi:10.1016/j.jocs.2022.101681 · Cited by 1 · see citing works
Deconstructing centrality
Adalı, S., Lu, X., & Magdon‐Ismail, M. (2013) · IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM) · doi:10.1145/2492517.2492531 · Cited by 4 · see citing works
An extended family of measures for directed networks
Everett, M. G., & Schoch, D. (2022) · Social Networks · doi:10.1016/j.socnet.2022.03.005 · Cited by 6 · see citing works

Authors: Bong, M., & Skaalvik, E. M.
Affiliations: University of South Carolina (US)
Norwegian University of Science and Technology (NO)
Corresponding author: Bong, Mimi
ORCID: Bong, Mimi
Skaalvik, Einar M.
Venue: Educational Psychology Review
Publisher: Springer Science and Business Media LLC
Published: 2003-03
Volume: 15
Issue: 1
Pages: 1-40
ISSN: 1040-726X (ISSN-L)
1573-336X
DOI: 10.1023/a:1021302408382
OpenAlex: W2119725812
Cited by: 1,994
References: 138
Citations by year: 2026: 94 · 2025: 109 · 2024: 132 · 2023: 125 · 2022: 133 · 2021: 138 · 2020: 156 · 2019: 126 · 2018: 116 · 2017: 119 · 2016: 122 · 2015: 115 · 2014: 106 · 2013: 84 · 2012: 62
FWCI: 29.64
Type: journal article
Language: en
Open access: closed
Licence: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
Locations: Educational Psychology Review (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
Keywords: academic self-concept, academic self-efficacy, perceived competence, mastery experiences, social comparison, reflected appraisals, academic motivation, self-concept development

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Academic Self-Concept and Self-Efficacy: How Different Are They Really?

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks