Self-Efficacy, Reflection, and Achievement: A Short-Term Longitudinal Examination

Huy P. Phan

The Journal of Educational Research, 2014, vol. 107, issue 2, 90-102

Abstract: This short-term longitudinal study involved the inclusion of personal self-efficacy and the 4 categories of reflective thinking practice within 1 conceptual framework. Using structural equation modeling, the author explored the temporally displaced effects of prior performance (Time 1) on self-efficacy (Time 2, Time 3) and the four categories of reflective thinking (Time 4). Similarly, the examination included the temporally displaced effect of self-efficacy on the four categories of reflective thinking and whether these 2 theoretical constructs would influence academic performance (Time 5). First-year university students ( N = 269) were administered 2 inventories (Motivated Strategies and Learning Questionnaire, Reflective Thinking Questionnaire) that measured self-efficacy and the four categories of reflective thinking. The results showed that the hypothesized structural paths, in general, were supported-for example, the predictive effect of prior performance at Time 1 on self-efficacy at Time 2, and the predictive effects of self-efficacy at Time 2 and Time 3 on academic performance at Time 5. The decomposition of effects also suggests the possible mediating mechanisms of self-efficacy and reflective thinking.

Date: 2014
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DOI: 10.1080/00220671.2012.753860

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