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Self-efficacy of students with and without immigrant backgrounds: Differential forms of acquisition, diagnostic skills of teachers, and the importance for the development of performance.

semig

Project duration: 01.11.2011 - 31.03.2015

SeMig

The central aim of the project is the analysis of mechanisms that can contribute to improving educational opportunities, especially for children from immigrant backgrounds. Self-efficacy beliefs are a key factor in educational and learning processes.

Project description

The focus of the study is the construct of self-efficacy beliefs. Although an individual trait, self-efficacy beliefs are influenced by social and institutional factors, and are highly important in terms of the improvement of skills acquisition and educational participation particularly for children from immigrant backgrounds. The central aim of the project is the analysis of mechanisms that would contribute to the improvement of educational opportunities, especially for children with an immigrant background.

Self-efficacy beliefs are a key component of educational and learning processes. Self-efficacy refers to the subjective certainty about competencies and abilities related to the successful implementation and management of new or difficult tasks. Performance and educational success can be predicted to a large extent by subject-specific self-efficacy beliefs.

Under the program, data from students on different educational tracks (e.g. comprehensive schools, advanced secondary school) and from immigrant and non-immigrant backgrounds are examined in a multi-group, multi-level study with two measurement points. The project is divided between the Institute for School Development Research (IFS) and the Leibniz Institute for Science Education (IPN).

The central aim of the sub-project at the IFS in Dortmund is the analysis of self-efficacy acquisition within different contexts and from different sources (school, family, friends), and their differential importance for different groups of students. Another focus is the examination of a possible differential predictive value of self-efficacy for the performance and motivational development of children from immigrant and non-immigrant backgrounds.

At the IPN, the focus is on the diagnostic competencies of teachers. In the framework of the study this includes the extent to which teachers can adequately assess the self-efficacy of their students, and what importance the accuracy of assessment has on instructional design and the change in self-efficacy and performance of the students.

Lead researcher at IFS

Foto von Prof. Dr. Nele McElvany Prof. Dr. Nele McElvany,

Campus Nord, CDI, Room CDI / 232
Telephone: (+49)231 755-5512


Foto von Prof. Dr. Wilfried Bos i. R. Prof. Dr. Wilfried Bos i. R.,

Campus Nord, CDI, Room CDI / 232
Telephone: (+49)231 755-5501


Project management

Foto von PD Dr. phil. habil. Miriam M. Gebauer PD Dr. phil. habil. Miriam M. Gebauer,

Telephone: (+49)231 755-6207


Project team

Foto von PD Dr. phil. habil. Miriam M. Gebauer PD Dr. phil. habil. Miriam M. Gebauer,

Telephone: (+49)231 755-6207


External project partners

Leibniz-Instituts für die Pädagogik der Naturwissenschaften und Mathematik (IPN), Kiel

Prof. Dr., Dipl.-Psych. Olaf Köller


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