Questioning the utility of self‐efficacy measurements for Indians

International Journal of Research & Method in Education 07/2007; 30:193-206. DOI: 10.1080/17437270701383339

ABSTRACT This study examined the influence of academic self‐efficacy and social support on the academic success of Indian‐American and Caucasian‐American undergraduate students. 200 Indian‐American and Caucasian‐American students completed a demographic form and five surveys. The data showed that academic self‐efficacy had a significant effect on college grade point averages (GPA) for Caucasians, but not for Indians. Regarding social support, the quality of mentoring relationships was found to be twice as high for Indians than Caucasians. The total number of mentors, however, was significantly higher for Caucasians. The results of this study support theories that highlight the importance of social support on Indians’ academic success, and of academic self‐efficacy on Caucasians’ academic success. This study also provides support of the existing literature that the construct of self‐efficacy is culturally biased, and questions the utility of self‐efficacy measurements for the Indian ethnicity.

  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Reports on meta-analyses of the relations of self-efficacy beliefs to academic performance and persistence. Results revealed positive and statistically significant relationships between self-efficacy beliefs and academic performance and persistence outcomes across a wide variety of subjects, experimental designs, and assessment methods. The relationships were found to be heterogeneous across studies, and the variance in reported effect sizes was partially explained by certain study characteristics. Implications for further research and for intervention are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
    Journal of Counseling Psychology 12/1990; 38(1):30-38. DOI:10.1037/0022-0167.38.1.30 · 3.23 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Perceived self-efficacy represents an optimistic sense of personal competence that seems to be a pervasive phenomenon accounting for motivation and accomplishments in human beings. The General Self-Efficacy scale, developed to measure this construct at the broadest level, has been adapted tomany languages. The psychometric properties of this instrument is examined among 19,120 participants from 25 countries. The main research question is whether the measure is configurally equivalent across cultures, that is, whether it corresponds to only one dimension. The findings confirm this assumption and suggest the globality of the underlying construct. They also point to a number of cross-cultural differences that merit further investigation.
    European Journal of Psychological Assessment 01/2002; 18(3):242-251. · 2.53 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This article describes the development and score validation of a 36-item measure of six academic orientations in college students: structure dependence, creative expression, reading for pleasure, academic efficacy, academic apathy, and mistrust of instructors. Results from three studies indicate that the measuring instrument, the Survey of Academic Orientations (SAO), has six factorially distinct scales (Study 1) whose scores are stable across different semesters, yielding test-retest coefficients that range from .63 to .86 (Study 2). Also, each of the six scales relates in expected ways to basic personality traits, yielding validity coefficients of .30 to .69 (Study 3). Scores on the six scales are internally consistent, yielding coefficients alpha that range from .59 to .85 (Studies 1-3). Scale scores and a summative score of all 36 items, called the Adaptiveness index, are examined for their potential in predicting a variety of important student outcomes.
    Educational and Psychological Measurement 08/1999; 59(4):678-693. DOI:10.1177/00131649921970107 · 1.17 Impact Factor