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Akademische Selbstwirksamkeit oder fachbezogene Selbstwirksamkeiten?

Published Online:August 27, 2015https://doi.org/10.1026/0049-8637/a000132

Abstract

Zusammenfassung. Zielsetzung der Arbeit ist die Klärung der Relevanz der Schulfächer für die Struktur der akademischen Selbstwirksamkeit und für ihre Messung. Zwei chinesische Stichproben wurden mit einem Selbstwirksamkeitsgitter untersucht (Stichprobe A: N = 601 Studierende im Alter von 17 bis 25 Jahren; Stichprobe B: N = 485 Mittelschüler/-schülerinnen im Alter von 14 bis 17 Jahren). In Studie A bestätigten explorative und konfirmatorische Analysen die schulfachbezogene Faktorenstruktur. Differentielle Korrelationen zu schultestähnlichen Leistungsprüfungen belegten die konvergent-diskriminante Validität der fachspezifischen Selbstwirksamkeitserfassung. In Studie B konnte die Schulfachstruktur konfirmatorisch repliziert werden. Die psychometrischen Kennwerte des schulfachbezogenen Selbstwirksamkeitsgitters erwiesen sich als gut.


Academic Self-Efficacy or Subject-Specific Self-Efficacies?

Abstract. This article aimed to shed light on the subject-tied structure of academic self-efficacy and on its economic assessment. Two samples were investigated (sample A: N = 601 Chinese students, 17 – 25 years old; sample B: N = 485 Chinese middle school students, 14 – 17 years old). Study A confirmed the subject-specific structure of academic self-efficacy via explorative and confirmatory factor analyses. Differential correlations with informal achievement tests evidenced convergent-divergent validity. Study B replicated conceptually the subject-tied structure. The psychometric properties of the newly developed grid to measure subject-specific academic self-efficacies proved to be good.

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