The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Comparison between self-concept and self-efficacy in academic motivation research
Abstract
This exploratory review compares academic self-concept and self-efficacy research. From the conceptual perspective, self-concept emerges as a more complex construct incorporating both cognitive and affective responses toward the self and is heavily influenced by social comparison. Self-efficacy, in contrast, concerns primarily cognitive judgments of one's capabilities based on mastery criteria. Despite these differences, the 2 constructs demonstrate similar internal structures that are multifaceted and hierarchical. From the methodological perspective, self-efficacy research demonstrates more consistent operational definitions, more context-specific assessment of both the construct and outcomes, and more frequent implementation of experimental, as opposed to correlational, designs. In the past, self-concept research has used more general indexes of both self-concept and achievement and depends mostly on correlational rather than on experimental data. These differences, although not necessarily inherent in construct definitions, contribute to self-efficacy's superior predictive and explanatory utility in past research.
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Citations
Cites
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Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
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Cited by
Academic Self-Concept and Self-Efficacy: How Different Are They Really?
Bong, M., & Skaalvik, E. M. (2003) · Educational Psychology Review · doi:10.1023/a:1021302408382 · Cited by 1,994
Self-citationFactors affecting students’ self-efficacy in higher education
van Dinther, M., Dochy, F., & Segers, M. (2011) · Educational Research Review · doi:10.1016/j.edurev.2010.10.003 · Cited by 967
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 870
Bong, M. (2001) · Journal of Educational Psychology · doi:10.1037//0022-0663.93.1.23 · Cited by 666
Self-citationMarsh, 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
Metadata
- Authors
- Bong, M., & Clark, R. E.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1999-06
- Volume
- 34
- Issue
- 3
- Pages
- 139-153
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2006062300
- Cited by
- 614
- References
- 14
- FWCI
- 12.17
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
