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Cognitive Therapy and Research, VoL 5, No. L 1981, pp. 29-40 Determinants of Children's Self-Efficacy Beliefs in an Academic Environment I Valerie Keyser and Julian Barling 2 University of the Witwatersrand Two studies assessed the determinants of children's academic self-efficacy beliefs. First, the effects of performance accomplishments, modeling, locus of control, and their interaction were investigated on 504 children's [M age = 11 years 7 months) self-efficacy beliefs. Contrary to theoretical predic- tions, performance accomplishments did not account for any of the variance in self-efficacy beliefs, although modeling was highly significant. The significant modeling X attributional style interaction showed that externally oriented children were more amenable to modeling effects. The second study assessed whether contextual factors together with perfor- mance accomplishments and modeling account for more of the variance in self-efficacy beliefs. Modeling was again the most significant predictor of self-efficacy beliefs. However, when performance accomplishments reflected the self-rating of continuous participation in the classroom, self-efficacy was predicted significantly. In addition, a contextual factor, Rule Specification, also predicted self-efficacy beliefs significantly. In general, theoretical predictions were supported, although the hypothesized order of the importance of performance accomplishments and modeling was reversed, and this was attributed to the age of the present sample. 'This research is based on the dissertation presented by the first author, under the supervision of the second author, to the Faculty of Arts, University of the Witwatersrand, in partial fulfillment of the requirements of the Master 6f Arts degree. The financial assistance of the Human Sciences Research Councial is gratefully acknowledged. The authors also express their appreciation to Kevin Bolon and Clive Fullagher for helping with the testing, to Graham Tyson for suggestions regarding statistical issues, and to Ian M. Evans for constructive com- ments regarding earlier versions of this manuscript. Portions of this research were presented at the Congress of the Association for the Advancement of Behavior Therapy in San Francisco, December 1979. 2An extended version of this manuscript may be obtained from Julian Barling, School of Psychology, University of the Witwatersrand, 1 Jan Smuts Avenue, Johannesburg 2001, South Africa. 29 0147-5916/81/0300-0029503.00/0 © 1981 Plenum Publishing Corporation