Comparison Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

Abstract

The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students without SRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had School Refusal Behavior (SRB) and 60 students without SRB were selected from 8 high schools. The general self efficacy scale (GSE; Schwarzer& Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007's school refusal criterions; self-regulation inventory (Kanlapan & Velasco, 2009), and the student's current academic performance scores as a measure of academic performance were used for collecting the data. Independent t-Test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p<0.05). Finally results showed that self-efficacy and self-regulation have simple and multiple significant correlation with academic performance in two groups (p<%5).