The DOI matches its Crossref record; 135 of the 135 references it cites were found in a registry or an index.
Academic Self-Concept and Self-Efficacy: How Different Are They Really?
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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?
In the citing paper
“Empirical studies have tested this hypothesis over a half-century and found that motivational factors contribute to academic affect, cognition, and behavior [4–20].”
In the citing paper
“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 the citing paper
“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
Citations
Cites
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
Kytle, J., & Bandura, A. (1978) · Contemporary Sociology · doi:10.2307/2065952 · Cited by 25,422
A theory of social comparison processes
Festinger, L. (1954) · Human Relations · doi:10.1177/001872675400700202 · Cited by 20,926
(1985) · Medical Entomology and Zoology · Cited by 19,180
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 12,419
A Handbook of Child Psychology
(1932) · Nature · doi:10.1038/130331a0 · Cited by 10,133
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
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
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
(1979) · Medical Entomology and Zoology · Cited by 5,872
Research works printed but not linked: 9
- Ames, R. (1983). Help-seeking and achievement orientation: Perspectives from attribution theory. In: DePaulo, B., Nadler, A., and Fisher, J. (eds.), New Directions in Helping, Academic Press, New York, pp. 165–188.
- Harter, S., and Mayberry, W. (1984). Self-Worth as a Function of the Discrepancy Between One's Aspirations and One's Perceived Competence: William James Revisited, University of Denver, Denver, CO.
- Marsh, H. W. (1999a). Academic Self Description Questionnaire–I: ASDQ I, University of Western Sydney, Self-concept Enhancement and Learning Facilitation Research Centre, Macarthur, Australia.
- Marsh, H. W. (1999b). Self Description Questionnaire–II: SDQ II, University of Western Sydney, Self-concept Enhancement and Learning Facilitation Research Centre, Macarthur, Australia.
- Pietsch, J. (1999). Self-Efficacy, self-Concept and Academic Achievement: An Empirical Comparison of Self-Efficacy and Self-Concept, and the Relative Predictive Utility of These Self-Perceptions Within Academic Contexts. Unpublished master's thesis, University of Sydney, Sydney, New South Wales, Australia.
- Rosenberg, M. (1968). Psychological selectivity in self-esteem formation. In: Gordon, C., and Gergen, K. J. (eds.), The Self in Social Interaction, Wiley, New York, pp. 339–346.
- Skaalvik, E. M. (1997a). Issues in research on self-concept. In: Maehr, M., and Pintrich, P. R. (eds.), Advances in Motivation and Achievement (Vol. 10), JAI Press, New York, pp. 51–97.
- Skaalvik, E. M. (1998). Self-Enhancing and Self-Defeating Ego-Goals: Relations with Task and Avoidance Goals, Achievement, and Self-Perceptions, Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. · DOI
- Skaalvik, E. M., and Skaalvik, S. (2000). Math and Verbal Achievement, Motivation, Anxiety, and Study Behavior: A Study of Relations in a Developmental Perspective, Paper presented at the 7th Workshop on Achievement and Task Motivation, Leuven, Belgium.
Cited by
Sorted by citations
Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368
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
Efklides, A. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.538645 · Cited by 1,211
Mega, C., Ronconi, L., & De Beni, R. (2014) · Journal of Educational Psychology · doi:10.1037/a0033546 · Cited by 1,007
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
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 493
“Expectancy questionnaire [54] Users set specific goals and plans before a task.”
BackgroundUse 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
21st-Century Readers: Developing Literacy Skills in a Digital World
OECD (2021) · PISA · doi:10.1787/a83d84cb-en · Cited by 337
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
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
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
Scherrer, V., & Preckel, F. (2019) · Review of Educational Research · doi:10.3102/0034654318819127 · Cited by 251
Bong, M. (2008) · The Journal of Experimental Education · doi:10.3200/jexe.76.2.191-217 · Cited by 226
Self-citationMotivation-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
Chiu, M. M., & Klassen, R. M. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.11.002 · Cited by 202
Li, L., Gao, H., & Xu, Y. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.104001 · Cited by 189
Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.02.004 · Cited by 163
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
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
Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2010) · Journal of Educational Psychology · doi:10.1037/a0017590 · Cited by 136
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
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
Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2017) · International Journal of Educational Research · doi:10.1016/j.ijer.2017.08.002 · Cited by 111
Webb-Williams, J. (2018) · Research in Science Education · doi:10.1007/s11165-016-9592-0 · Cited by 94
Arens, A. K., Schmidt, I., & Preckel, F. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000313 · Cited by 91
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
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
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
Ehm, J.-H., Hasselhorn, M., & Schmiedek, F. (2019) · Developmental Psychology · doi:10.1037/dev0000796 · Cited by 64
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
Kuroda, Y., Yamakawa, O., & Ito, M. (2022) · BMC Psychology · doi:10.1186/s40359-022-00746-3 · Cited by 37
Manda, A. K. (2025) · Journal of Geoscience Education · doi:10.1080/10899995.2024.2419308 · Cited by 1
Metadata
- Authors
- Bong, M., & Skaalvik, E. M.
- Affiliations
- University of South Carolina (US)
- Norwegian University of Science and Technology (NO)
- Corresponding author
- Bong, Mimi
- Venue
- Educational Psychology Review
- Published
- 2003-03
- Volume
- 15
- Issue
- 1
- Pages
- 1-40
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2119725812
- Cited by
- 1,994
- References
- 135
- 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
- Locations
- Educational Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational 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
