<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000200103</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.70.s19150</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Human agency, self-efficacy, and academic achievement: Analysis of &#8220;Asia&#8217;s educational miracle&#8221; in Confucian relational cultures]]></article-title>
<article-title xml:lang="es"><![CDATA[Agencia humana, autoeficacia y rendimiento académico: Análisis del &#8220;milagro educacional de Asia&#8221; en culturas relacionales confucianas]]></article-title>
<article-title xml:lang="pt"><![CDATA[Agência humana, autoeficácia e desempenho acadêmico: Análise do &#8220;milagre educacional da Ásia&#8221; em culturas relacionais confucianas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[Uichol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tubbs]]></surname>
<given-names><![CDATA[Naomi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Inha University  ]]></institution>
<addr-line><![CDATA[Incheon ]]></addr-line>
<country>South Korea</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Hillside Collegiate Junior Yatap  ]]></institution>
<addr-line><![CDATA[Seoul ]]></addr-line>
<country>South Korea</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>70</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000200103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article examines the factors behind the &#8220;Asian Educational Miracle,&#8221; focusing on Confucian relational cultures and studies from South Korea. Unlike the Western individualistic view, which emphasizes innate ability, the East Asian perspective highlights the self and relatedness to others. The article describes self-development and the socialization of culture in children to explain academic achievement. Bandura&#8217;s Social Cognitive Theory, based on human agency and self-efficacy, provides the scientific foundation for understanding culture and performance. Bandura criticizes traditional theories that focus on biology, innate abilities, and mechanical cognitive processing, arguing that they ignore intention and forethought as precursors to action. Academic success occurs through personal, proxy, and collective control. Advances in genetics and neurobiology challenge traditional assumptions and support Bandura&#8217;s theory. Studies in South Korea demonstrate the role of self-efficacy and social support from parents, friends, and teachers in academic achievement. These findings highlight the importance of human agency, self-efficacy, and social support, as well as the impact of personal, proxy, and collective agency on academic success and moral disengagement, which may partly explain school violence and delinquency.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo examina los factores del &#8220;Milagro Educacional de Asia&#8221;, centrándose en las culturas relacionales confucianas y en estudios de Corea del Sur. A diferencia de la visión occidental individualista, que enfatiza la habilidad innata, la perspectiva de Asia Oriental destaca la conexión del self con los demás. El artículo describe el desarrollo del self y la socialización de la cultura en los niños para explicar el rendimiento académico. La Teoría Social Cognitiva de Bandura, basada en la agencia humana y la autoeficacia, proporciona la base científica para comprender la cultura y el desempeño. Bandura critica las teorías tradicionales que se centran en la biología, las habilidades innatas y el procesamiento cognitivo mecánico, argumentando que ignoran la intención y la anticipación como precursoras de la acción. El éxito académico ocurre a través del control personal, por delegación y colectivo. Los avances en genética y neurobiología desafían suposiciones tradicionales y respaldan la teoría de Bandura. Estudios en Corea del Sur demuestran el papel de la autoeficacia y el apoyo social de los padres, amigos y profesores en el rendimiento académico. Estos hallazgos resaltan la importancia de la agencia humana, la autoeficacia y el apoyo social, así como el impacto de la agencia personal, por delegación y colectiva en el éxito académico y em el distanciamiento moral, explicando parcialmente la violencia escolar y la delincuencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo examina os fatores do &#8220;Milagre Educacional da Ásia&#8221;, focando nas culturas relacionais confucionistas e em estudos da Coreia do Sul. Diferente da visão ocidental individualista, que enfatiza a habilidade inata, a perspectiva do Leste Asiático destaca a relação do self com os outros. O artigo descreve o desenvolvimento do self e a socialização da cultura nas crianças para explicar o desempenho acadêmico. A Teoria Social Cognitiva de Bandura, baseada em agência humana e autoeficácia, fornece a base científica para entender cultura e desempenho. Bandura critica teorias tradicionais que focam na biologia, habilidades inatas e processamento cognitivo mecânico, argumentando que ignoram a intenção e a antecipação como precursoras da ação. O sucesso acadêmico ocorre pelo controle pessoal, por procuração e coletivo. Avanços em genética e neurobiologia desafiam suposições tradicionais e apoiam a teoria de Bandura. Estudos na Coreia do Sul demonstram o papel da autoeficácia e do suporte social de pais, amigos e professores no desempenho acadêmico. Esses resultados ressaltam a importância da agência humana, da autoeficácia e do suporte social, além do impacto da agência pessoal, por procuração e coletiva no sucesso acadêmico e no desengajamento moral, podendo explicar, em parte, a violência escolar e a delinquência.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Social cognitive theory]]></kwd>
<kwd lng="en"><![CDATA[Self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Korea]]></kwd>
<kwd lng="en"><![CDATA[Academic achievement]]></kwd>
<kwd lng="en"><![CDATA[Moral disengagement]]></kwd>
<kwd lng="es"><![CDATA[Teoría social cognitiva]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[Corea]]></kwd>
<kwd lng="es"><![CDATA[Logro académico]]></kwd>
<kwd lng="es"><![CDATA[Desenganche moral]]></kwd>
<kwd lng="pt"><![CDATA[Teoria social cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[Coréia]]></kwd>
<kwd lng="pt"><![CDATA[Realização acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Desengajamento moral]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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