The influences and construction of academic self-efficacy among immigrant students at an urban high school

Abstract

In the United States, first and second-generation immigrants are an important and growing segment of students in schools. The purpose in this study was to explore which factors directly influence their academic self-efficacy. A mixed-methods design was used to identify what immigrant students believe influences the construction of their academic self-efficacy. Out of 480 students, 70 identified as first or second generation immigrants shared their perspectives. 11 semi-structured interviews were conducted to supplement the survey. The findings indicate that there is a combination of factors that influence that construction of their academic self-efficacy for each immigrant student, not a singular factor. The main influences of academic self-efficacy are family, personal identity, teachers, friends, stereotypes/misconceptions, and an urban environment.