Mimi Bong

The author used confirmatory factor analysis to examine between-domain relations of self-efficacy , task-value, and achievement goal orientations among 424 Korean middle and high school students. AH motivational constructs demonstrated strong subject specificity in both age groups. Strengths of betweendomain associations differed substantially by individual constructs. Performance-approach and performance-avoidance goals were highly correlated across domains, whereas task-value and mastery goals

This exploratory review compares academic self-concept and self-efficacy research. From the conceptual perspective, self-concept emerges as a more complex construct incorporating both cognitive and affective responses toward the self and is heavily influenced by social comparison. Self-efficacy, in contrast, concerns primarily cognitive judgments of one's capabilities based on mastery criteria. Despite these differences, the 2 constructs demonstrate similar internal structures that are multiface

Abstract The author assessed academic self-efficacy, task value, ability and effort attributions and mastery, performanceapproach, and performance-avoidance achievement-goal orientations in reference to English, Korean, mathematics, and general school learning among 389 Korean high school girls. Results corroborated M. Bong's (2001) previous report that students form motivational beliefs that are subject-matter specific and that some beliefs generalize more than others across multiple academic d

Validity of the 2 X 2 achievement goal framework for school-aged children and adolescents was examined, using self-report responses from 1,196 Korean elementary and middle school students. Confirmatory factor analysis models hypothesizing 4 distinct achievement goal factors demonstrated the best fit in all age groups. Nevertheless, achievement goals of these young students were strongly correlated with each other, regardless of the goal definition or valence. The correlation became increasingly

The author examined predictive relations among South Korean high school students' (N = 753) perceptions of their social-psychological environments, personal motivational beliefs, and academic behavior in math. Students' perceptions of their both classroom mastery and performance goal structures predicted their personal mastery goals. Perceptions of parent-child relationships and a classroom performance-goal structure predicted performance-approach and performance-avoidance goals. Students' perso

We examined the nature of self-oriented and socially prescribed perfectionism in relation to the motivation and achievement of 306 Korean 7th graders. We also tested the mediating role of domain-specific academic self-efficacy and achievement goals in the relationships between perfectionism and achievement-related outcomes across math and English. In the direct path model, self-oriented perfectionism related positively to academic achievement and negatively to acceptability of cheating and acade

This study tested whether students’ motivation and perceptions of the learning environment changed significantly within the school year. Korean high school girls’ (N 375) perceptions of the performance goal structures in the environment increased significantly throughout the school year. The girls’ personal achievement goals and task value demonstrated few significant within-grade changes, but their selfefficacy fluctuated significantly around examinations. Motivational beliefs were more stable

The generality of academic self-efficacy judgments was examined among 588 high school students. Students rated their confidence for solving 42 problems in English, Spanish, U.S. history, algebra, geometry, and chemistry. Confirmatory factor analyses showed that students' efficacy perceptions prevailed beyond the boundaries of specific problems. The 1st-order model with a separate self-efficacy factor for each school subject displayed the best fit. Verbal and Quantitative Academic Self-Efficacy i

ABSTRACT The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain

H. W. Marsh's (1986) internal/external (I/E) frames of reference model posits that students* self-concepts result from simultaneous comparison of their competence to their peers' ability and their ability in other areas. The VE model failed to receive clear support with (a) subject-specific self-efficacy and (b) frame-specific self-concepts. Frame-specific selfconcepts were assessed by asking students to report their self-perceived capability in direct reference to the internal and external comp

BACKGROUND: The potential role of culture in the development and operation of self-efficacy has been acknowledged by researchers. Clearer understanding of this cultural impact will benefit from research that shows how the same efficacy information is evaluated across cultures. AIMS: We tested whether two sources of self-efficacy information delivered by multiple social agents (i.e., vicarious experience and social persuasion) were weighed differently by adolescents in different cultures. SAMPLE: