Investigating Academic Self-efficacy of University Students in Terms of Socio-demographic Variables

Satıcı, Seydi Ahmet; Can, Gürhan

doi:10.13189/ujer.2016.040817

Cited by 15 publications

(19 citation statements)

References 25 publications

(35 reference statements)

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“…In fact, in these researches, students in the most advanced years registered a higher level of academic self-efficacy. On the other hand, the results of this study contradict those obtained by a research [19] in which statistically significant differences were found taking into account the scientific area of the degree course attended by students. Students who attended degrees from Technological Sciences and Management scientific area registered higher academic self-efficacy levels compared to students attending degree courses from Agriculture, Health and Education scientific areas.…”

Section: Resultscontrasting

confidence: 99%

“…However, sociodemographic factors such gender and age, revealed not to be differentiating factors of the academic self-efficacy level. These results are consistent with some researches [13,30] and contradictory with other researches in which male students have higher levels of academic self-efficacy [19,[31][32][33][34].…”

Section: Resultssupporting

confidence: 86%

“…Several studies report that there were significant differences between academic self-efficacy taking into to account sociodemographic and academic factors [13,19,20]. For example, some studies indicate that academic self-efficacy is higher in male students [19][20][21], in social science students compared to health sciences, fine arts, physical sciences and engineering students [19,20,22,23] attending the most advanced degree course years [13,19,20] and students belonging to families with a more advantageous economic and financial situation [13,19,20,24]. However, other studies indicate that academic self-efficacy is higher in females [13].…”

Section: Introductionmentioning

confidence: 99%

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Academic Self-Efficacy in Portuguese Public Higher Education Students

Ribeiro¹,

Fernandes²

2020

INTED Proceedings

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Academic self-efficacy refers to the belief of an individual successfully attaining an academic task or achieving a specific academic goal. Self-efficacy is critical to student success because it influences the choices students make along their academic and professional path. This study aimed to determine the level of academic self-efficacy in higher education students and to verify if there were differences statistically significant, taking into account the sociodemographic variables, namely, gender, age and nationality, and the academic variables, such as scientific area, degree, course year, course with or without integrated internship and attendance regimen. To achieve these objectives, an observational, cross-sectional, quantitative and analytical study was carried out based on a random sample of 2152 individuals from a total of 8200 students enrolled, in the 2018/2019 school year, in a public higher education institution located in the Northern of Portugal. The margin of error was 1.81%. The students were aged between 17 and 52 years old. The students registered a moderate level (4.42 ± 0.092) of academic self-efficacy out of 7. It was observed that 45.5% of the students registered a high level of academic self-efficacy; 17.9% revealed a low level; and the remaining 36.6% showed a moderate level. Statistically significant differences were found in academic self-efficacy taking into account the nationality of students (p-value = 0.041). The foreign students registered a highest academic selfefficacy level. Additionally, the comparison analysis demonstrated that there were significant differences between the students' scientific area (p-value = 0.004) and attendance regimen (p-value = 0.043). It was the Technology and Management students as well as the worker students who had the highest levels of academic self-efficacy. Nationality, scientific area and attendance regimen showed to be differentiator factors of academic self-efficacy. Foreigner students, worker students and students from the technology and management scientific area showed more confidence to achieve their academic goals. In fact, students' confidence in succeeding in their academic assignments will affect their lifelong learning. Therefore, higher education institutions should be able to improve the academic self-efficacy of students, creating innovative learning environments adapted to the needs and knowledge of their students.

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Section: Resultscontrasting

confidence: 99%

Section: Resultssupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

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Academic Self-Efficacy in Portuguese Public Higher Education Students

Ribeiro¹,

Fernandes²

2020

INTED Proceedings

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“…Therefore, it would be useful in the student's mental-learning efforts. Thus, different factors play different roles in improving academic self-efficacy (Satici & Can, 2016). Family, friends, school and the influence of academic transitions are very important in shaping the effectiveness of academic-self efficacy.…”

Section: Introductionmentioning

confidence: 99%

The Academic Self-Efficacy Among Undergraduates: The Role of Gender, CGPA and Trait Emotional Intelligence

Ibrahim¹,

Wah²

2020

TUR

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Academic self-efficacy is important for students which will help them to perform better in studies. This study aims to explore the level of academic self-efficacy among UNIMAS undergraduates based on gender, CGPA and trait emotional intelligence. The samples of study involved are 50 male and 50 female participants which consists of final year students from Faculty of Cognitive Sciences and Human Development. The academic self-efficacy of the students is measured using the questionnaire adopted from a study by Sachitra and Bandara (2017) and The Short Form (TEIQue-SF) Trait Emotional Intelligence Questionnaire is used to measure the trait emotional intelligence of the undergraduates. The result was analyzed using descriptive analysis and inferential analysis; independent samples t-test, One-Way ANOVA and Pearson’s correlation. The results of the study have shown that female students have higher academic self-efficacy compared to male students. In addition, students who obtain a higher CGPA also have higher self-efficacy. There was also a small positive correlation between trait emotional intelligence and academic self-efficacy.

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“…Akbas & Celikali, 2006;Akkus, 2003;Askar & Umay, 2001;Azar, 2010;Benzer, 2011;Chacon, 2005;Gencel, 2013;Gulec et al, 2012;Gunuc, Odabasi & Kuzu, 2012;Karakus, 2013;Kilic, 2014;Kozikoglu, 2014;Ozcan & Uzunboylu, 2012;Palmer, 2006;Seferoglu & Akbiyik, 2005;Taskin and Haciomeroglu, 2010;Uysal & Kosemen, 2013;Uzunboylu & Hursen, 2011;Yildirim & Ilhan, 2010). Besides, in the literature, lifelong learning and self-efficacy beliefs have also been studied in relation to different variables (Demirtas, Comert & Ozer, 2011;Firat Durdukoca, 2010;Guvenc, 2011;Hark Soylemez & Oral, 2013;Kutluca & Ekici, 2010;Oral & Taha, 2015;Saracaloglu, Karasakaloglu & Evin Gencel, 2010;Satici, 2013;Yenice, 2012). However, when studies conducted in Turkey are examined, it is seen that the number of studies (Ayra & Kosterelioglu, 2015;Ozciftci & Cakir, 2015;Selcuk, 2016) aimed at preservice teachers in which lifelong learning and self-efficacy beliefs are used jointly is limited.…”

Section: Introductionmentioning

confidence: 99%

Examining beliefs of preservice teachers about self-competency and lifelong learning competency via canonical correlation analysis

Selçuk¹,

Aydın²,

Çakmak³

2018

CJES

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This study investigates the canonical correlation between preservice teachers' lifelong learning beliefs and self-competency beliefs. Canonical correlation analysis is a sophisticated tool which has the capacity to explain the relationships between two sets of variables. For this aim, lifelong learning and self-competency beliefs of 1,242 preservice teachers in Turkey from four different departments, i.e., i) Turkish education, ii) social sciences education, iii) primary education and iv) science education were determined. The data were analyzed using the SPSS 22 program. The findings of the study demonstrated that there is a significant canonical correlation between self-competency beliefs and lifelong learning competency beliefs with an effect size of 44%. In conclusion, self-competency beliefs predict lifelong learning competency beliefs. All dimensions of selfcompetency beliefs are powerful predictors of lifelong learning competency beliefs.

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Investigating Academic Self-efficacy of University Students in Terms of Socio-demographic Variables

Cited by 15 publications

References 25 publications

Academic Self-Efficacy in Portuguese Public Higher Education Students

Academic Self-Efficacy in Portuguese Public Higher Education Students

The Academic Self-Efficacy Among Undergraduates: The Role of Gender, CGPA and Trait Emotional Intelligence

Examining beliefs of preservice teachers about self-competency and lifelong learning competency via canonical correlation analysis

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