Høigaard Rune, Kovač Velibor Bobo, Øverby Nina Cecilie, Haugen Tommy
Department of Public Health, Sport, and Nutrition.
Department of Education, Faculty of Humanities and Education, University of Agder.
Sch Psychol Q. 2015 Mar;30(1):64-74. doi: 10.1037/spq0000056. Epub 2014 Apr 7.
This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested.
本研究通过自我效能感调查了近端和远端结构对青少年学业成绩的影响。参与者包括482名挪威九年级和十年级学生，他们完成了一份旨在评估学校目标导向、组织公民行为、学业自我效能感和学业成绩的问卷。用于分析这些结构之间关系的自抽样技术结果表明，学校目标导向和组织公民行为能够预测学业自我效能感。此外，学校目标导向、组织公民行为和学业自我效能感解释了学业成绩中46%的方差。中介分析表明，学业自我效能感介导了感知任务目标结构、感知能力结构、公民美德和体育精神对青少年学业成绩的影响。我们将结合当前的学术研究成果，包括我们假设背后的理论，对研究结果进行讨论。同时提出了实际意义和未来研究的方向。
