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The iSP Study: Promotion of Self-Efficacy in Junior High Students

Version
1
Resource Type
Dataset : experimental data
Creator
  • Mori, Kazuo (Matsumoto University)
  • Uchida, Akitoshi (Sairyo Junior High School)
Publication Date
2018-12-30
Funding Reference
  • Japan Society for the Promotion of Science
    • Award Number: 19905005)
  • Japan Society for the Promotion of Science
    • Award Number: 16653054
  • Japan Society for the Promotion of Science
    • Award Number: 23653182
Free Keywords
educational psychology
Description
  • Abstract

    A growing body of correlational research finds a relationship between self-efficacy—beliefs in one’s capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12–13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory and have implications for the practices of educational practitioners.
  • Technical Information

    Response Rates: We randomly sampled a total of 84 students (41 males, 43 females) for Success condition and 231 students (116 males, 115 females) for Control condition in a randomized controlled treatment experiment. We deleted case-wise the participants failing to attend one or more assessing periods. Finally, we analyzed the complete assessment data of 267 students (72 in the Success condition and 195 in the Control condition).
  • Technical Information

    Presence of Common Scales: An original scale for task specific self-efficacy. We defined self-efficacy procedurally in this study as a student’s rating in response to this specific question: “How well can you perform in the letter rearrangement game?” Students indicated their answer on a five-pointscale, ranging from 1 (very badly) to 5 (very well).
Temporal Coverage
  • 2007-01-01 / 2011-12-31
    Time Period: Mon Jan 01 00:00:00 EST 2007--Sat Dec 31 00:00:00 EST 2011
Geographic Coverage
  • Japan
Sampled Universe
Seventh-graders of a junior high school in Nagano, Japan.Smallest Geographic Unit: Seventh-grade students of a junior high school in Japan
Sampling
A randomized clustered sampling
Collection Mode
  • cognitive assessment test~~on-site questionnaire~~

Availability
Download

Update Metadata: 2019-01-06 | Issue Number: 1 | Registration Date: 2019-01-06

Mori, Kazuo; Uchida, Akitoshi (2018): The iSP Study: Promotion of Self-Efficacy in Junior High Students. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E107961V1