International Journal of Applied Educational Studies

This research first examined whether 10th graders’ close friends’ academic valuing, teacher support and parent-student communication influenced student academic self-efficacy and whether student academic self-efficacy linked to student achievement. All three constructs positively predicted the sense of academic self-efficacy in both math and English. A positive link between students’ academic self-efficacy and students’ achievement was found. In addition, utilizing the multiple-indicator multiple cause (MIMIC) modeling approach, we assessed and detected the factorial mean noninvariance of student’s academic selfefficacy across groups based on student gender, school sector and school urbanicity. Further researches exploring the motivation gaps among students are needed.

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