David Ansong1, Sarah R Eisensmith2, Moses Okumu3, Gina A Chowa4. 1. University of North Carolina, School of Social Work, 325 Pittsboro St., CB#3550, Chapel Hill, NC 27599-3550, USA. Electronic address: ansong@email.unc.edu. 2. University of North Carolina, School of Social Work, 325 Pittsboro St., CB#3550, Chapel Hill, NC 27599-3550, USA. Electronic address: srabiner@live.unc.edu. 3. Factor-Inwentash Faculty of Social Work, University of Toronto, 246 Bloor Street W, Toronto, ON M5S 1V4, USA. Electronic address: moses.okumu@mail.utoronto.ca. 4. University of North Carolina, School of Social Work, 325 Pittsboro St., CB#3550, Chapel Hill, NC 27599-3550, USA. Electronic address: chowa@email.unc.edu.
Abstract
INTRODUCTION: Research on the influence of academic self-efficacy and educational aspirations on academic performance is underdeveloped in resource-limited countries. This study replicates and expands on earlier research that investigated a complex network of relationships between academic self-efficacy, educational aspirations, and academic performance. METHODS: Data from 4282 adolescents in Ghana and path analysis were used to test the causal pathways, and path invariance analysis was used to assess the moderation role of gender. Instrumental variable techniques were used to validate the path models. RESULTS: Increase in academic self-efficacy indirectly accounts for improvement in academic performance through the mediational role of educational aspirations. The effects of self-efficacy on educational aspirations, and educational aspirations were stronger for boys than for girls. CONCLUSIONS: These findings suggest that in resource-limited countries where the financial burden of schooling tends to be a demotivating factor, interventions that target adolescents' academic self-efficacy may be an effective means to boost educational aspirations and academic performance. Interventions should be tailored to meet the needs of all students so that all children can think of school as an important part of their lives and aspire to achieve, now and in the future.
INTRODUCTION: Research on the influence of academic self-efficacy and educational aspirations on academic performance is underdeveloped in resource-limited countries. This study replicates and expands on earlier research that investigated a complex network of relationships between academic self-efficacy, educational aspirations, and academic performance. METHODS: Data from 4282 adolescents in Ghana and path analysis were used to test the causal pathways, and path invariance analysis was used to assess the moderation role of gender. Instrumental variable techniques were used to validate the path models. RESULTS: Increase in academic self-efficacy indirectly accounts for improvement in academic performance through the mediational role of educational aspirations. The effects of self-efficacy on educational aspirations, and educational aspirations were stronger for boys than for girls. CONCLUSIONS: These findings suggest that in resource-limited countries where the financial burden of schooling tends to be a demotivating factor, interventions that target adolescents' academic self-efficacy may be an effective means to boost educational aspirations and academic performance. Interventions should be tailored to meet the needs of all students so that all children can think of school as an important part of their lives and aspire to achieve, now and in the future.
Authors: Markus Gerber; Christin Lang; Johanna Beckmann; Rosa du Randt; Stefanie Gall; Harald Seelig; Kurt Z Long; Sebastian Ludyga; Ivan Müller; Madeleine Nienaber; Siphesihle Nqweniso; Uwe Pühse; Peter Steinmann; Jürg Utzinger; Cheryl Walter Journal: BMC Public Health Date: 2021-05-03 Impact factor: 3.295