When a strong sense of self-efficacy is accompanied by sustained student effort, better academic achievement is likely¶
Claim · All claims
Evidence · 1 study · associationalr2·q1
Currency · newest study 1997 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The report states that a strong sense of efficacy accompanied by sustained student effort makes better academic achievement likely. → Anthony Bryk 1997
Evidence¶
Anthony Bryk 1997¶
Anthony Bryk, Stuart Luppescu, Diane King Bilcer, Gwendelia Lopez, Jenny Kagaoka, John Q. Easton. (1997). Improving Chicago's Schools: An Individual School Report — Millard Fillmore School. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/improving-chicagos-schools-millard-fillmore-school
q1 · i? · associational · r2
Interpretive statement closing the Self-Efficacy scale description in the student outcomes profile; the report asserts that efficacy "act:ompa~ii~d by sustained student effort" makes better achievement likely, printing no effect size or test.
"When a strorig sense of ~fficacp is act:ompa~ii~d by sustained student effort. better academic achievement is lik~ly."
Discussion¶
Learner Variables¶
- Self-Efficacy — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
- Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — related
- Learning paths used for SRL improved accuracy and performance without increasing effort, and tutoring-system benefits required sustained practice — related
- A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-efficacy-with-sustained-effort-better-achievement |
title |
When a strong sense of self-efficacy is accompanied by sustained student effort, better academic achievement is likely |
description |
When a strong sense of self-efficacy is accompanied by sustained student effort, better academic achievement is likely |
status |
review |
evidence_strength |
weak |
newest_evidence |
1997 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anthony-bryk-1997 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.