Self-efficacy moderates the mediating role of SRL between school belonging and mastery, with the strongest mediation for low-efficacy students¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2014 · checked against its sources 2026-10-17 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? In the belonging model, self-efficacy significantly moderated the belonging-to-SRL path, and the conditional indirect effect of belonging on mastery via SRL was largest at low self-efficacy (.20 SD) and smallest at high self-efficacy (.07 SD). → Jamaal S. Matthews 2014 q3 i? Controlling for SRL, the direct belonging-to-mastery path reached significance only at average self-efficacy, not at high or low levels. → Jamaal S. Matthews 2014 (2)

Evidence¶

Jamaal S. Matthews 2014¶

Jamaal S. Matthews, Meeta Banerjee, Fani Lauermann. (2014). Academic Identity Formation and Motivation Among Ethnic Minority Adolescents: The Role of the “Self” Between Internal and External Perceptions of Identity. Child Development. https://doi.org/10.1111/cdev.12318

q3 · i? · associational · r2

Moderated mediation path analysis (Model B, belonging as independent variable) with bootstrap CIs; 1 SD increase in belonging corresponded to .20, .13, and .07 SD increases in mastery via SRL at low, average, and high self-efficacy respectively, suggesting "both the mediated and nonmediated effects of belonging on mastery are strongest for students with low self-efficacy."

"self-ef fi- cacy emerged as a signi ficant moderator of the path between belonging and SRL ( a3 = /C0 .08, p < .05), was not a signi ficant moderator of the direct effect of belonging on mastery ( c03 = /C0 .02, ns)"

Jamaal S. Matthews 2014 (2)¶

Jamaal S. Matthews, Meeta Banerjee, Fani Lauermann. (2014). Academic Identity Formation and Motivation Among Ethnic Minority Adolescents: The Role of the “Self” Between Internal and External Perceptions of Identity. Child Development. https://doi.org/10.1111/cdev.12318

q3 · i? · associational · r2

Same Model B path analysis: the direct belonging-to-mastery effect was significant only at average self-efficacy (c01 = .10, p < .05), leading the authors to conclude belonging relates to mastery "indirectly through its positive association with SRL, especially for students with a low sense of academic self-efficacy."

"Con- trolling for SRL, the direct path between belonging and mastery was relatively small and reached sig- nificance only for average self-ef ficacy ( c01 = .10, p < .05), but not for high or low levels of self-ef fi- cacy ( c01 = .08 and .11, respectively)."

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — outcome: instruction changes it
• Belonging — predictor: learners who differ on it differ in outcomes
• Self-Efficacy — moderator: an instructional effect differs with it

Related Claims¶

• Self-efficacy did not significantly moderate the mediation of the value-to-mastery relation through SRL — related
• SRL partially mediates the positive relations of both academic value and school belonging to mastery orientation among African American and Latino adolescents — related
• Mastery orientation, value, belonging, self-efficacy, and SRL show small demographic differences by gender, ethnicity, and grade — related