Assessing the Determinants of Children's Academic Self-Efficacy Beliefs: A Replication

Since previous research suggested that modeling is a more important pre-dictor of children's academic/scholastic self-efficacy (comprising efficacy and response-outcome expectations) than performance accomplishments, he present study reexamines this issue. Subjects, 358 schoolchildren (M age = 10.58 years), completed the children's scholastic self-efficacy and In-telligence Achievement Responsibility Scales, while their mean grade score was obtained. Their teachers completed the Teacher Self-Efficacy Scale. Multiple regression showed that performance accomplishments with feedback was a more effective determinant of efficacy and response-outcome expectations than modeling. Also, age and attributional style mediated the influence of performance accomplishments on efficacy and outcome expectations, attributional style interacted with modeling in predicting efficacy expectations, while age interacted with performance accomplishments and modeling in explaining outcome xpectations. These results upport self-efficacy predictions. Increasing importance is currently attached to self-efficacy beliefs (Bandura, 1977a, 1977b, 1978, 1982) that comprise fficacy and response-outcome expectations. Efficacy expectations reflect the belief that the behavior required to produce the outcome can be executed successfully, response-outcome xpectations that the subjective probability that a given belief-performed successfully-will result in specific outcomes. There is some 'This research is based on the honors dissertation of the second author submitted to the School of Psychology, University of the Witwatersrand, in partial fulfillment of the require-ments of the B.A. (Hons.) degree, and was completed under the supervision of the firs