Self-efficacy correlates positively with subsequent motivation and performance across cognitive and sport domains¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Correlational studies report significant positive correlations between self-efficacy and later performance, with printed ranges such as rs = .27–.84 after instruction. → Schunk 1995 q2 i? Path-analytic studies support self-efficacy as a mediator and direct predictor of achievement and persistence. → Schunk 1995 (2)

Evidence¶

Schunk 1995¶

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. http://www.taylorandfrancis.com/

q2 · i? · review · r2

Narrative review of correlational and regression studies in the cognitive and sport domains. The review reports consistently positive post-instruction self-efficacy–performance correlations ("range of rs = .27—.84") and earlier learning-efficacy correlations (rs = .38–.42 with motivation).

"Significant and positive correlations have consistently been found between measures of self-efficacy and performance assessed after instruction (range of rs = .27—.84)"

Schunk 1995 (2)¶

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. http://www.taylorandfrancis.com/

q2 · i? · review · r2

The review describes path-analytic causal-model tests, including Schunk (1981), in which self-efficacy mediated instructional-treatment effects on achievement and persistence. The review cautions that not all studies claiming mediational tests used adequate procedures.

"the most parsimonious model showed a direct effect of treatment on achievement and an indirect effect through self-efficacy and persistence, an indirect effect of treatment on persistence through self-efficacy"

Discussion¶

Related Claims¶

• Writing self-efficacy correlates weakly with writing performance in postsecondary studies, with most correlations below 0.25 — a narrower finding that bears on this claim
• Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects — related
• All ten sub-factors of the L2 motivational self-system correlate significantly and positively with L2 self-efficacy — related
• Huang's meta-analysis of 39 independent samples reported average cross-lagged correlations between self-concept and achievement of roughly .19 to .27 — related