|Published online: June 11, 2015||$US5.00|
This study investigated the relationship between family functioning (family cohesion/family adaptability) and academic self-efficacy among 17 to 19 year old sixth form and community college students in Barbados and St. Lucia. It also examined differences in the academic self-efficacy of adolescents from families with varying levels of family cohesion and adaptability. Data was collected through the use of a questionnaire instrument consisting of the Family Adaptability and Cohesion Evaluation Scale III (Olson, Portner and Lavee 1985) and the Self-Efficacy for Learning Form (Zimmerman and Kitsantas 2007). Adolescents reported moderate academic self-efficacy beliefs. Results revealed that adolescents from families with balanced cohesion held significantly higher academic self-efficacy beliefs than those from families with low cohesion. No significant differences were found in the academic self-efficacy beliefs of adolescents based on levels of family adaptability. However, the family functioning model significantly predicted academic self-efficacy. Results suggest the importance of family cohesion in promoting higher academic self-efficacy beliefs among the Caribbean sample. Educational psychologists and school counselors can pay more attention to the role of family cohesion in enhancing students' academic self-efficacy and thus improving overall academic success.
|Keywords:||Academic Self-Efficacy, Family Cohesion, Family Adaptability|
The International Journal of Learning in Higher Education, Volume 22, Issue 4, December, 2015, pp.35-48. Article: Print (Spiral Bound). Published online: June 11, 2015 (Article: Electronic (PDF File; 709.834KB)).
Student, Faculty of Humanities and Education, The University of the West Indies, Cave Hill Barbados, St. James, Barbados