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<p>In order to be able to make responsible decisions in their societal and economic roles as consumers, employees, entrepreneurs and, above all, as social change agents within a&#xa0;sustainable development, it is crucial to address not only (economic) knowledge but also the attitudes, beliefs and values that are acquired by students. As part of a&#xa0;holistic competence development in the frame of an education for sustainable development (ESD), these facets must be measured and discussed to describe the status quo as well as curricular or instructional objectives that need to be met. The paper proposes two scales for measuring self-efficacy and examines the level of self-efficacy students perceive for economic and sustainability-related situations. The two scales measure two different constructs, with each of them containing reliable items. The findings show that both types of self-efficacy are fairly high on average, with the economic self-efficacy being slightly higher. Significant differences between groups can be found depending on their demographics and the situation. It stands out that for all economic situations, boys feel significantly more self-efficacious than girls, while an immigration history does not seem to make a&#xa0;difference. For sustainability-related self-efficacy, the socio-economic status seems to matter more than for economic self-efficacy.</p>

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Self-efficacy for a sustainable development in German 8th graders: insights and implications

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月23日

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  • Fenna Henicz,
  • Esther Winther

摘要

In order to be able to make responsible decisions in their societal and economic roles as consumers, employees, entrepreneurs and, above all, as social change agents within a sustainable development, it is crucial to address not only (economic) knowledge but also the attitudes, beliefs and values that are acquired by students. As part of a holistic competence development in the frame of an education for sustainable development (ESD), these facets must be measured and discussed to describe the status quo as well as curricular or instructional objectives that need to be met. The paper proposes two scales for measuring self-efficacy and examines the level of self-efficacy students perceive for economic and sustainability-related situations. The two scales measure two different constructs, with each of them containing reliable items. The findings show that both types of self-efficacy are fairly high on average, with the economic self-efficacy being slightly higher. Significant differences between groups can be found depending on their demographics and the situation. It stands out that for all economic situations, boys feel significantly more self-efficacious than girls, while an immigration history does not seem to make a difference. For sustainability-related self-efficacy, the socio-economic status seems to matter more than for economic self-efficacy.