Publication Date
7-1-2006
Summary
Notwithstanding the far reaching intellectual and practical contributions of Bandura’s theory of self-efficacy, researchers have suggested that it may not adequately address the role of institutions. This paper suggests that traditional measures of self-efficacy underemphasize institutional factors. This may have important implications, especially for considering the circumstances of disadvantaged groups. It may be productive to think of self-efficacy as a multidimensional construct that includes personal and institutional dimensions. Using an interdisciplinary approach, we examine how self-efficacy theory can be expanded to account for the social and economic realities of disadvantaged groups and lead to empirical work that can inform policy and programs.
Document Type
Working Paper
Category
Financial Inclusion
Subarea
Financial Capability
Original Citation
Elliott, W., III, & Sherraden, M. S. (2006). Academic capabilities and disadvantaged students: The role of institutions (CSD Working Paper No. 06-13). St. Louis, MO: Washington University, Center for Social Development.
Project
I Can Save
Keywords
low income, education, race, institutional theory, institutional support, children, economic empowerment, policy, academic achievement
Recommended Citation
Elliott, W., III, & Sherraden, M. S. (2006). Academic capabilities and disadvantaged students: The role of institutions (CSD Working Paper No. 06-13). St. Louis, MO: Washington University, Center for Social Development.
DOI: https://doi.org/10.7936/K7H41QZW