Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem (original) (raw)
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The relationship between self-efficacy and academic achievement in high school students
Procedia - Social and Behavioral Sciences, 2011
Purpose: Aim of the current study was to investigate the relation between self-efficacy and academic achievement in high school students. Method: In this study, 250 students in the academic year 2010/2011 were selected by means of multistage cluster sampling and completed self-efficacy scale. To measure achievement score grade point average in classes was used. To analyze data correlation coefficient and regression analysis was used. Results: analysis of data revealed that self-evaluation, selfdirecting and self-regulation are correlated with academic achievement. Among all variables entered in the equation model only self-evaluation and self-regulation entered the regression model explaining 10 percent variance of academic achievement in 2 steps. Conclusion: according to the results, self-efficacy is a considerable factor in academic achievement.
Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance
The Open Psychology Journal, 2016
In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation between self-efficacy and academic achievement.
INFLUENCES OF SELF-EFFICACY AS PREDICTORS OF ACADEMIC ACHIEVEMENT.
This study was conducted during 2014-20154 in Jazan University- K.S.A. The aim of the study is to find out influences of self-efficacy as predictors of academic achievement, and to know the level of self-efficacy among special education students- University of Jazan. The researcher used descriptive statistic methods. Questioner technique is used as method of data collection, Study group was formed from special education students, and 100 students were selected randomly from study group as a sample. The data was analyzed by using SPSS program, the results are following: the level of self-efficacy among special educational students is high, the influences of self-efficacy as predicting academic achievement about (21%), and there are differences' between students whom has high degree and low on self-efficacy in academic achievement for high degree of self-efficacy.
The Relationship Between Self-Efficacy and Academic Achievement
Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC)
This research is motivated by the emergence of the phenomenon of students experiencing a decline in grades. Academic achievement is a skill and ability as an achievement which is considered as a measure of student success. One of the factors that influence academic achievement is self-efficacy. To determine the relationship between self-efficacy and student achievement. Using quantitative research methods with a population of 152 students. Researchers used non-probability sampling technique with incidental sampling technique, obtained 58 samples. Data collection in this study used a scale (questionnaire/questionnaire) via google form using a Likert scale and documentation method in the form of IPS scores (Semester Achievement Index) to measure student achievement. The data analysis technique used Spearman Rho correlation test with SPSS 25.0 program. The results of this study indicate that there is no relationship between self-efficacy and student achievement. This research can be us...
Relationship of Academic SE to Self-Regulated Learning, SI, Test Anxiety and Academic Achievement
The study was conducted to analyse the relationship of academic self-efficacy to self-regulated learning, school identification, test anxiety and academic achievement at secondary school level. Another purpose was to examine whether self-efficacy and school identification predict academic achievement or not. Four instruments were administered to a sample of 426 students of Grade 10 (205 boys, and 221 girls). Results revealed significant correlation between the variables. Strongest relationship was found between students" academic self-efficacy and self-efficacy for self-regulation. Self-efficacy beliefs at academic domain level were found contributing significantly to the prediction of academic achievement. Significant gender differences were not found on measures of self-efficacy beliefs at academic domain level, school identification, and anxiety. Girls" academic achievement was found better than the boys" achievement. Boys were reported better than girls on measure of self-efficacy for self-regulated learning.
SELF-EFFICACY AND IT'S INFLUENCE ON THE ACADEMIC PERFORMANCE OF THE SENIOR HIGH SCHOOL STUDENTS
Search Results Web results Journal of Global Research in Education and Social Science, 2020
This study investigated the influence of self-efficacy on the academic performance of the Grade 12 Senior High School students at the St. Paul College of Bocaue. The findings of the study concluded that the level of the self-efficacy of the respondents was high. Likewise, the findings suggested that the students are resilient and determined in the face of setbacks, feel assured that they will be able to learn the classroom discussion and excel on their assessment, and they tend to be more intrinsically motivated to learn new knowledge. Furthermore, the computed linear regression analysis results revealed that self-efficacy does not significantly affect the Senior High School students' academic performance. This suggests that even if the students have a high level of self-efficacy it doesn't influence their academic performance in class. However, it doesn't mean that the school should not give importance to develop the students' self-efficacy. Hence, it is suggested that the school should continue its academic programs that will continuously develop the student's well-being in the process of acquiring relevant experiences and skills in the school.
The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.
A Study of Self Efficacy in Relation to Academic Achievement of Students
Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, lthough no research to date has.tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy on the academic achievement of 200 students aged 14 to 18 years from Govt. and Private schools in Allahabad city. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an in direct negative effect and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic achievement; however the relationship between self-efficacy and academic achievement was not significant in the final model.