The effects of self‐efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic

Abstract

Achievement in the academic settings has long lasting positive outcomes. In this study, hope, self‐efficacy, and engagement are linked to academic success. The aims of this study were to test a model which predicts academic success in the Dominican Republic while testing for the mediator role of engagement. The sample was composed of 614 middle‐school students. Scales of Dispositional Hope, Academic Self‐Efficacy, Academic Self‐concept, and Engagement were used. Academic performance was measured with students' grades in Spanish and Mathematics. Three structural equation models were tested. The retained model stated hope and self‐efficacy as antecedents, engagement dimensions as mediators and grades and academic self‐concept as final outcomes. There were significant effects of hope and self‐efficacy on engagement, and behavioral engagement was the best predictor of academic success. These results point out that interventions should target variables, such as hope or engagement to increase academic success.

Measuring hope during the COVID-19 outbreak in the Philippines: development and validation of the state locus-of-Hope scale short form in Filipino

“…Research also documented positive effects of disposition hope on reducing symptoms of anxiety and depression (Arnau et al 2007;Visser et al 2013), nonsuicidal self-injury (Jiang et al 2018;Jiang et al 2020), and other forms of psychological distress (Berendes et al 2010). Research also shows numerous positive correlates of dispositional hope or internal locus-of-hope in education, such as with academic functioning (Bryce et al 2020), success-oriented behavior (Dixson 2019), and achievement in academics (Tomás et al 2020) and sports (Curry et al 1997).…”

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

“…In contrast, individuals inhibited by selfdoubt will diminish their efforts, if not give up entirely, thereby settling for compromised or sub-par outcomes (Bandura 1989). In academic achievement of students, self-efficacy plays an important role along with hope and engagement (Tomás et al 2020). Reports suggest that students with high self-efficacy have showed higher level of participation in classrooms, greater efforts to study and better performance in exams (Galyon et al 2012;AlDahdouh 2018) In comparison, low levels of self-efficacy are correlated with increased perception of difficulty of tasks and impaired ability in problem solving and performance (Bandura 1997;Feldman and Kubota 2015;Honicke and Broadbent 2016;Kumar and Daniel 2016) In chemistry pedagogy, there has been a recent shift in focus from teachers and students teaching and learning skills to student-held beliefs about their own academic competencies in the search for optimal results.…”

The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

“…Schnitzler, Holzberger, and Seidel [ 54 ] maintain the same line of results where it is manifested that those students with the highest level of commitment acquire a beneficial academic self-concept, carrying intrinsic and self-referential motivational implications, in line with our results. Tomás, Gutiérrez, Georgieva, and Hernández [ 55 ] highlighted the significant effects of self-efficacy and engagement on the academic achievement of secondary education. In this regard, we must highlight the important role that teachers can play to encourage academic self-concept among students [ 56 ], and that students with a high level of academic self-concept are more engaged and committed to school and invest more effort in carrying out school tasks [ 57 ].…”