Abstract

This commentary explores the application of Constructivist Grounded Theory (CGT) to the study of self-efficacy, emphasizing the role of social context and individual experiences in shaping self-belief. By focusing on the co-construction of meaning between researchers and participants, CGT offers a deeper understanding of how self-efficacy is influenced by cultural, educational, and interpersonal factors. It highlights the methodological advantages of CGT in capturing the dynamic and evolving nature of self-efficacy and provides recommendations for future research, including the exploration of intersectionality, longitudinal studies, and interdisciplinary collaboration.

Keywords:Constructivist grounded theory; Self-efficacy; Educational research; Qualitative research; Reflexivity; Social context; Intersectionality; Longitudinal studies; Academic motivation; Educational psychology; Cognitive psychology