Prediction of The relationship between childrens’ academic, social, and emotional self-efficacies efficacy dimensions of high school students on the basis ofand family cultural, social and economic capitals

Cultural, social and economic capitals impact on students’ self-efficacy, but this relationship has been hardly ever considered. Accordingly, the main purpose of the present study was prediction of self-efficacy on the basis of the cultural, social and economic capitals. Research method was a correlational method. Participants were 398 high school students in Shiraz city, southern Iran, which were selected using random multi-stage random cluster sampling method. Research instruments were Murris’s self-efficacy scale and the researcher-made scales of cultural capital, social capital and economic capital. Construct validity of all scales were calculated using factor analysis, and the reliability of them were measured applying Cronbach’s alpha coefficient and Kuder-Richardson’s coefficient. Research findings showed that 1) there was a positive and significant relationship between cultural goods and educational self-efficacy, 2) there was a significant and positive relationship between cultural behavior and social self-efficacy, and 3) relations of cultural goods and cultural behaviors to emotional self-efficacy was positive and significant, and there was a negative significant relationship between social trust and emotional self-efficacy. The research conclusion is that families and schools with increasing of cultural goods can improve academic self-efficacy of the students. They also can develop social self-efficacy of the students by increasing of cultural behaviors , and they can improve the emotional self-efficacy of the students by increasing of the students’ accessibility to cultural goods and behaviors.