Self-efficacy in the Classroom: The Roles of Motivation, Positivity and Resilience

Clare Wood, Carlo Tramontano, Suzannah Hemsley

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)


Self-efficacy has been found to be consistently related to academic achievement. In a recent analysis of a nationally representative sample of over 3000 UK school children aged 7–12 years old, we found that self-efficacy is one of the four dimensions of children’s classroom-related well-being and motivation to learn. In this chapter, we will examine the extent to which children's self-efficacy (academic, emotional and social) can be explained by individual differences in motivation, positivity and resilience and whether these patterns are influenced by the age and gender of pupils. We found that positivity and resilience contributed to the children’s self-efficacy beliefs in all three domains, but there was a separation of contribution when we considered extrinsic and intrinsic motivation in relation to self-efficacy: specifically, intrinsic motivation contributed to the children’s emotional and academic self-efficacy only, whereas extrinsic motivation contributed to social self-efficacy.

Original languageEnglish
Title of host publicationAcademic Self-efficacy in Education
Subtitle of host publicationNature, Assessment, and Research
EditorsMyint Swe Khine, Tine Nielsen
Number of pages12
ISBN (Electronic)9789811682407
ISBN (Print)9789811682391, 9789811682421
Publication statusPublished - 8 Mar 2022


  • Self-efficacy
  • Motivation
  • Positivity
  • Resilience
  • Well-being
  • Attitudes

ASJC Scopus subject areas

  • Social Sciences(all)


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