MULTIFACETED IMPACT OF SELF-EFFICACY BELIEFS ON ACADEMIC FUNCTIONING

This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to th eir children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contri buted to scholastic achievement both independently and by promoting hi gh academic aspirations and prosocial behavior and reducing vulnerabil ity to feelings of futility and depression. Children's perceived socia l efficacy and efficacy to manage peer pressure for detrimental conduc t also contributed to academic attainments but through partially diffe rent paths of affective and self-regulatory influence. The impact of p erceived social efficacy was mediated through academic aspirations and . a low level of depression. Perceived self-regulatory efficacy was re lated to academic achievement both directly and through adherence to m oral self-sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linke d to children's academic achievement only indirectly through its effec ts on parental aspirations and children's prosocialness. The full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.