Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Abstract

In the research we focused on an analysis of relationship between academic self-efficacy (ASE), heteronomous (AAH) and autonomous evaluation (AAA) of academic achievement of adolescents. We also analyse the intersexual differences in ASE, AAH and AAA in adolescents. The sample consisted of 107 adolescents (57 girls, 50 boys). We used Morgan-Jinks Student Efficacy Scale. We measured academic achievement by GPA. Autonomous evaluation of academic achievement was measured by perceived self-evaluation of academic achievement (expressed by a self-perceived quality level of knowledge and skill in 3 study subjects -Mathematics, Slovak language, English language and in all study subjects). Among adolescent boys and girls we noted significant differences in GPA (t=2.608, p=.010), the girls GPA was better than boys GPA. In the AAA we determined no evidenced significant intersexual differences (t=.724, p=.471), and in the ASE of adolescents there were no evidenced significant intersexual differences either (t=.019, p=.985). We identified a significant relationship between ASE and GPA (r =.269**, p =.005) and between ASE and AAA (r =.385**, p =.000). Analysing the relationship of autonomous evaluation of success in Mathematics, Slovak language and English language (as study subjects) we have come to the identical finding -there was a significant relationship with ASE of adolescents. We found out that GPA as an indicator of AAH strongly correlates with AAA of adolescent (r =.700**, p =.000).

Academic Self-Efficacy, Approach to Learning and Academic Achievement

“…The implication is that researchers and teachers should be looking for students beliefs about their educational capabilities, because they are important components of motivation and of academic achievement. Based on our research findings as well as on a previously published study [10], we conclude that when students believe in their success in a given school subject (e.g., Slovak language, English language, Mathematics or any other subject) or generally believe in their good academic achievements, they demonstrate high levels of academic selfefficacy. The self-efficacy beliefs are important as through them the learning processes, motivations, passion and selectiveness regulates the individual's use in different areas [55].…”

“…School success in terms of assessment of educational achievements (acquired knowledge, skills and competences) is analysed in the literature also from the perspective of two approaches: heteronomous and autonomous (e.g., see [6,10]). The heteronomous evaluation of academic achievements (HAA) is thus an evaluation of educational results "from the outside," made primarily by a teacher or other actors in the educational process.…”