Sookmyung Women's University, Seoul, South Korea.
The University of Texas at Austin, Texas, USA.
Br J Educ Psychol. 2021 Mar;91(1):217-236. doi: 10.1111/bjep.12357. Epub 2020 Jun 2.
Students' motivation generally declines over time. Some researchers have suggested that the parallel decline in academic self-efficacy and values may be as a result of the longitudinal reciprocal relations between these two motivational constructs. However, little empirical evidence has supported this speculation. Further, all prior evidence has been provided based on samples of students from Western countries (Europe, United States).
The current study was designed to examine the reciprocal relation between academic self-efficacy and values with a sample from another culture, namely South Korea.
We used nationally representative longitudinal data of 6,908 students in seventh grade (M = 12.83 years).
We analysed the data tracking our sample from 7th grade to 11th grade. Latent cross-lagged models of academic self-efficacy and values in mathematics and English for 5 years were tested, while controlling for gender, achievement, and family income.
In both mathematics and English domains, there emerged significant unidirectional paths from prior values to later self-efficacy from Grades 8 to 11. For English, significant unidirectional paths from prior self-efficacy to later values additionally emerged from Grades 8 to 9. That is, significant reciprocity between self-efficacy and values was found for English from Grades 8 to 9.
Relatively consistent paths from prior values to later self-efficacy were identified among Korean adolescents, distinct from prior work focusing on students from Western countries. The results underscore the importance of considering different educational contexts and suggest the critical role of values in the development of Korean adolescents' academic self-efficacy.
学生的学习动机通常会随着时间的推移而下降。一些研究人员认为，学术自我效能感和价值观的平行下降可能是这两个动机结构之间的纵向相互关系的结果。然而，很少有实证证据支持这种推测。此外，所有先前的证据都是基于来自西方国家（欧洲、美国）的学生样本提供的。
本研究旨在用来自另一种文化的样本（韩国）来检验学术自我效能感和价值观之间的相互关系。
我们使用了全国代表性的 6908 名七年级学生（M=12.83 岁）的纵向数据。
我们分析了从 7 年级到 11 年级跟踪我们样本的数据。测试了数学和英语 5 年来学术自我效能感和价值观的潜在交叉滞后模型，同时控制了性别、成绩和家庭收入。
在数学和英语领域，从 8 年级到 11 年级，价值观对自我效能感的影响呈现出显著的单向路径。对于英语，从 8 年级到 9 年级，自我效能感对价值观的影响也呈现出显著的单向路径。也就是说，从 8 年级到 9 年级，英语的自我效能感和价值观之间存在显著的互惠关系。
在韩国青少年中，价值观对后来的自我效能感的影响路径相对一致，这与以前关注西方国家学生的研究不同。这些结果强调了考虑不同教育背景的重要性，并表明价值观在韩国青少年学术自我效能感发展中的关键作用。
