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Relations among perceived self-efficacy, self-esteem, and school achievement
Antonella D'Amico1, Maurizio Cardaci
1Dipartimento di Psicologia-Sezione Scienza Cognitiva, Via delle Scienze, Palermo, Italy. adamico@unipa.it
Psychological Reports
|July 5, 2003
Summary
This study found that self-efficacy beliefs, not self-esteem, significantly correlate with scholastic achievement in adolescents. Different dimensions of self-esteem showed varying associations with domain-specific self-efficacy.
Area of Science:
- Educational Psychology
- Developmental Psychology
Background:
- Self-efficacy and self-esteem are crucial psychological constructs influencing academic outcomes.
- Understanding their distinct and overlapping roles is vital for educational interventions.
Purpose of the Study:
- To empirically explore the factorial dimensions of self-efficacy and self-esteem.
- To examine the associations among self-esteem, self-efficacy, and scholastic achievement in adolescents.
Main Methods:
- Factorial analysis was employed to identify dimensions of self-efficacy and self-esteem.
- Correlational analyses assessed the relationships between these constructs and scholastic achievement in 151 subjects (mean age = 13.4 years).
Main Results:
- Five factors emerged: two for self-esteem (self-referential, comparative) and three for self-efficacy (linguistic-literary, logical-mathematical, technical-practical).
- Self-efficacy scores significantly correlated with scholastic achievement.
- No significant associations were found between self-esteem scores and scholastic performance.
- Specific self-esteem dimensions exhibited varying degrees of association with domain-specific self-efficacy beliefs.
Conclusions:
- Self-efficacy, particularly domain-specific, is a stronger predictor of scholastic achievement than self-esteem in this adolescent sample.
- While distinct, self-esteem and self-efficacy share commonalities, with specific self-esteem facets relating differently to various self-efficacy domains.